Word Identification Strategies: Building Phonics into a Classroom Reading Program, 5th edition
Published by Pearson (February 1st 2011) - Copyright © 2012
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Table of contents
Word Identification in Your Classroom Reading Program 1
Why Do We Teach Phonics?
Essential Elements of Phonics in Your Successful Classroom Reading Program
Teach Phonics Directly
Teach Phonics Systematically
Teach Phonics Early
Keep Phonics Instruction Meaningful
Support Children as They Use Phonics While Reading and Writing
Keeping Phonics in Balance in Your Classroom Reading Program
When Should You Teach Phonics?
How Will You Teach Phonics?
How Much Time Should You Spend Teaching Phonics?
Under What Circumstances Should You Teach Phonics?
How Children Read Words
Analyzing the Structure of Long Words
Keeping Word Identification Meaning-Focused Through Teaching Children to Self-Monitor, Self-Correct, and Cross-Check
Stages of Learning to Read Words
Prealphabetic Word Learners in Preschool and Kindergarten
Partial Alphabetic Word Learners in Kindergarten and Early First Grade
Alphabetic Word Learners in Late Kindergarten Through Second Grade
Consolidated Word Learners in Third Grade and Above
Phonemic Awareness: Becoming Aware of the Sounds of Language
What Is Phonemic Awareness?
What Is Phonological Awareness?
Phonemic Is Important for Learning to Read
Phonemic Awareness Develops Sequentially
Word Awareness in Preschool
Syllable Awareness in Preschool and Early Kindergarten
Rhyme and Beginning Sound Awareness in Preschool and Kindergarten
Sound Awareness and Blending in Kindergarten through Second Grade
Manipulating Sounds in First and Second Grade
Rhyme and Beginning Sound Awareness
Classroom Activities for Developing Rhyme and Beginning Sound Awareness
Spare Minute Activities for Developing Rhyme Awareness
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