This book is an excellent resource for school board members, administrators, teachers, tutors, reading specialists, or anyone who believes that there has to be a better way of providing traditional diagnostic reading instruction. Words Their Way offers a complete package for working with young readers. Carefully constructed within a wide range of activities is an adherence to a developmental philosophy of learning, assessment methods, and instructional strategies for a range of ages. This book is a MUST for any reference library.
The developmentally driven Words Their Way ® instructional approach is a phenomenon in word study, providing a practical way to study words with students. The keys to this successful, research-based approach are to know your students’ literacy progress, organize for instruction, and implement word study. The Fifth Edition features an innovative redesign and introduces technology integration aligning text to all new classroom video, an interactive classroom assessment application, prepared and create-your-own word sorts, games, and more specific to each chapter. It gives you all the tools you need to carry out word study instruction that will motivate and engage your students, and help them to succeed in literacy learning. Ordered in a developmental format, Words Their Way ® complements the use of any existing phonics, spelling, and vocabulary curricula.
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This book is written in language that many people can understand. It provides a lot of information about specific books that you can use in your classroom, as well as a lot of figures, etc. that provide supplemental information. Dr. Bear really knows his stuff!. Great theory section to this innovative approach and new way to teach spelling. It is now a whole school approach at my school. Would recommend it to all primary school teachers.
Info For Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th Edition)
- Author: Donald R. Bear, , Shane Templeton, Francine A. Johnston ( Download PDF :
) - Series: Words Their Way Series
- ISBN-10: 0137035101
- ISBN-13: 978-0137035106
- Product Dimensions: 8.4 x 0.9 x 10.7 inches
- Paperback: 464 pages
- Publisher: Pearson; 5 edition (June 24, 2011)
- Language: English
About the Author
Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where he and preservice, Master’s and doctoral students teach and assess children who struggle to learn to read and write. Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. Donald has been a classroom teacher and he researches and writes about literacy development and instruction. He is an author of numerous articles, book chapters, and books, including Words Their Way® , Words Their Way ®with English Learners, and Vocabulary Their Way.
Shane Templeton is Foundation Professor of Curriculum and Instruction at the University of Nevada, Reno, where he is Program Coordinator for Literacy Studies. A former elementary and secondary teacher, his research focuses on the development of orthographic knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. He is author of the "Spelling Logics" column in Voices from the Middle, the middle school journal of the National Council of Teachers of English.
Marcia Invernizzi is a professor of reading education at the Curry School of Education at the University of Virginia. Marcia is also the director of the McGuffey Reading Center, where she teaches the clinical practica in reading diagnosis and remedial reading. Formerly an English and reading teacher, she works with Book Buddies, Virginia's Early Intervention Reading Initiative (EIRI), and Phonological Awareness Literacy Screening (PALS).
Francine Johnston is a former first grade teacher and reading specialist who learned about word study during her graduate work at the University of Virginia. She is now an associate professor in the School of Education at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Francine frequently works with regional school systems as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement.
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