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| About the Author | p. xi |
| Acknowledgments | p. xiii |
| Why Study Language? | p. 1 |
| The Missing Foundation in Teacher Education | p. 2 |
| Language and Literacy | p. 2 |
| The Development and Complexity of Language | p. 4 |
| Reading Is Difficult for Many People | p. 5 |
| A Research Consensus About Language and Reading | p. 6 |
| How Reading and Spelling Develop | p. ... MORE |
| Skillful Teaching Prevents Most Reading Problems | p. 15 |
| Teaching Reading Is Complex and Challenging | p. 15 |
| Principles of Effective Teaching of Reading, Spelling, and Writing | p. 16 |
| Brief Survey of Language Knowledge | p. 20 |
| Comprehensive Survey of Language Knowledge | p. 22 |
| Phonetics: The Sounds in Speech | p. 25 |
| Why Start with Speech Sounds? | p. 26 |
| Becoming Multilinguistic | p. 26 |
| Counting Phonemes | p. 27 |
| Why Phonemes Are Elusive | p. 27 |
| Speech Sound Identification | p. 29 |
| Phonetic Transcription | p. 30 |
| Summary | p. 43 |
| Phonology: Speech Sounds in Use | p. 47 |
| Sequences, Syllables, and Stress | p. 49 |
| Aspects of Phonological Processing | p. 54 |
| Phonemes and Minimal Pairs | p. 59 |
| Phonetic Variation and Allophones | p. 60 |
| Systematic Variation in Speech Sound Production | p. 62 |
| Teaching Phonological Awareness-General Principles | p. 70 |
| Sample Activities for Preschool or Beginning Kindergarten Level | p. 70 |
| Sample Activities for First-Grade and Older Students | p. 72 |
| Summary | p. 75 |
| The Structure of English Orthography | p. 79 |
| A Brief History of Writing | p. 80 |
| Meaning and Sound | p. 82 |
| Anglo-Saxon, Latin, and Greek Layers in English Orthography | p. 83 |
| Phoneme-Grapheme Correspondences in English | p. 91 |
| Orthographic Conventions | p. 102 |
| Summary | p. 111 |
| Morphology | p. 117 |
| Why Morphology Is Important for Reading and Spelling | p. 118 |
| Morphemes: The Smallest Meaningful Units | p. 119 |
| Individual Differences in Using Derivational Morphology | p. 139 |
| Derivational Morphology: Principles of Instruction | p. 141 |
| Classroom Activities | p. 146 |
| Syntax: How Sentences Work | p. 153 |
| Correct or Incorrect Syntax? | p. 154 |
| Natural Knowledge of Syntax | p. 155 |
| Evidence for Syntactic Structures | p. 157 |
| Parts of Sentences | p. 158 |
| How Sentences Grow | p. 165 |
| Transformations | p. 167 |
| Teaching Sentence Structure | p. 169 |
| Summary | p. 171 |
| Semantics: Word and Phrase Meanings | p. 175 |
| Aspects of Word Meaning | p. 176 |
| Phrase and Sentence Meaning | p. 184 |
| Noun Phrases | p. 185 |
| Pragmatics: Making Sense in Context | p. 190 |
| Reference in Discourse | p. 191 |
| Teaching Vocabulary and Other Aspects of Meaning | p. 192 |
| Summary | p. 194 |
| Language and Reading Instruction | p. 199 |
| The Prealphabetic Learner | p. 201 |
| Early Alphabetic to Later Alphabetic Phases (Ages 5-7) | p. 203 |
| A Spelling-Decoding Continuum for Elementary Instruction | p. 209 |
| Example Lesson 1: Introducing Letter-Sound Correspondence to a Novice Reader | p. 211 |
| Example Lesson 2: Working with Suffixes | p. 213 |
| Example Lesson 3: Oral Reading for Fluency | p. 214 |
| Case Studies | p. 215 |
| Summary: The Power of Instruction | p. 222 |
| References | p. 223 |
| Developmental Spelling Inventories | p. 233 |
| Directions for Administering the Spelling Inventories | p. 233 |
| Primary Spelling Inventory-Individual Score Sheet | p. 236 |
| Elementary Spelling Inventory-Individual Score Sheet | p. 238 |
| Answer Key | p. 241 |
| Glossary | p. 271 |
| Index | p. 283 |
| Table of Contents provided by Ingram. All Rights Reserved. |