Word Study offers a developmental approach, providing teachers with the resources to implement word study instruction aligned to students’ needs at every stage of their development, from kindergarten to junior secondary. The features of words that students learn in spelling enhance their reading skills, just as reading illuminates their spelling, vocabulary and writing. The awareness and appreciation of how students construct this knowledge empowers teachers to both advocate for developmental instruction and help students succeed in literacy learning. This approach gets results and stands in sharp contrast to most spelling programs that ask students to memorise rules and words.
Systematic, teacher-directed and student-centred, this seminal text, now in its seventh edition, is underpinned by an evidence-based approach and academic rigour that makes this text a practical and engaging way for teachers to study word features, sound, pattern and meaning with students. The spelling inventories enable teachers to assess and then track student progress, while word sorts and word study games foster critical thinking by involving students in discussion, analysis and reflection.
Accompanying the print book is the companion website for Word Study, an online tool that provides educators with a way to engage students in interactive word study. Features include automatically scored spelling inventories, interactive word sorts, printable game templates and data reporting and oversight for grouping and assistance to monitor student progress.
There are five stage-specific word sort companions for Word Study for Phonics, Vocabulary and Spelling Instruction. All books have been adapted for Australian classrooms with British English spelling and Australian pronunciation. All titles are available in print and as eBooks.
Sample pages
Preview sample pages from Word Study for Phonics, Vocabulary and Spelling Instruction, 7th Edition, Global Edition at the following link: https://www.pearson.com/en-au/schools/media/ct3bjxgw/words-their-way_word-study-for-phonics-vocabulary-and-spelling-7e_sample.pdf
Table of Contents:
- Chapter 1: Developmental Word Knowledge
- Chapter 2: Getting Started
- Chapter 3: Word Study Principles and Practices
- Chapter 4: Word Study for the Emergent Stage
- Chapter 5: Word Study for the Letter Name–Alphabetic Stage
- Chapter 6: Word Study for the Within Word Pattern Stage
- Chapter 7: Word Study for the Syllables and Affixes Stage
- Chapter 8: Word Study for the Derivational Relations Stage
- Chapter 9: Implementation of Word Study Instruction: Schedules, Routines and Materials
- Appendices
About the Author :
About our authors Donald R. Bear is Professor Emeritus in Literacy Studies at Iowa State University and the University of Nevada, Reno, where he directed reading centres and taught at all levels. He is a former classroom teacher and an author and co-author of numerous articles, chapters and 17 books, including Word Study. He is involved in innovative professional development activities, and his work in assessment and word study is used widely. Donald is involved in studies that examine literacy learning, particularly studies of orthographic development in different and second languages. He has received several awards for teaching and service and was recently a board member of the International Literacy Association.
Marcia Invernizzi is the Henderson Professor Emerita of Reading Education at the University of Virginia. She is the primary author of Virginia’s state-wide literacy assessment program, Phonological Awareness Literacy Screening (PALS). She is a founder of Book Buddies, a nationally recognised reading tutorial for struggling readers. Marcia’s research interests continue to revolve around evidence-based practices for the prevention of reading and writing difficulties. Marcia has authored and co-authored numerous books and articles about the role of developmental word knowledge in reading achievement and reading disabilities. The University of Virginia named Dr Invernizzi the Edlich-Henderson Innovator of the Year in recognition of her work to improve children’s literacy and she has received many other awards for her teaching and service.
Shane Templeton is Foundation Professor Emeritus of Literacy Studies in the College of Education at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, his research focuses on the development of orthographic and vocabulary 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.
Francine Johnston is a former first-grade teacher and school reading specialist who earned her doctorate at the University of Virginia. She is retired from the School of Education at the University of North Carolina at Greensboro, where she coordinated the reading master’s program and directed a reading clinic for struggling readers.
Francine, Donald, Marcia and Shane are the core authors of the Word Study series.
