Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy in the College of Education at the University of Nevada, Reno. As a former preschool, third, and fourth grade teacher, Donald extends his experience working with children who experience difficulties learning to read and write both in the center and in numerous outreach programs. His recent research includes the study of literacy development in different languages and the influence of first language and literacy knowledge in learning to read in another language. He and his colleagues work with many schools and districts to conduct literacy instruction workshops.

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 practice 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.

Chapter 1: Word Study with English Learners and the Development of Orthographic Knowledge

    UNDERSTANDING WORD STUDY WITH ENGLISH LEARNERS

        Instruction in Multilingual and Multiliterate Contexts

        Who Are English Learners in the United States?

        Languages Spoken by English Learners in the United States

    STUDENTS’ KNOWLEDGE OF ORTHOGRAPHY AND THE THREE LAYERS OF ENGLISH SPELLING

        Understanding the Three Layers of English Spelling

        Stages of Literacy Development in English

        What Students Bring to Learning to Read in English

        Build on Students’ Language and Literacy Experiences

    UNDERSTANDING WORD STUDY IN THE CLASSROOM

        Word Study Instruction

        The Three Layers of Spelling and Stages of Development in Other Written Languages

        Shallow and Deep Orthographies

    INTEGRATION OF WORD STUDY INTO LITERACY INSTRUCTION

Chapter 2: Getting Started: The Assessment of Orthographic Development

        Learning the Sounds of English

    ASSESSING SPELLING DEVELOPMENTALLY

        Qualitative Spelling Inventories

        Choosing a Spelling Inventory

        How to Administer Spelling Inventories to English Learners

        Determine a Stage with Power Scores

        Feature Guides to Analyze Spelling Development and Features to Study

        Establish an Instructional Level: What Students “Use But Confuse”

        Six Types of Spelling Errors Made by English Learners

        Grouping and Choosing Features and Activities for Word Study

    ASSESSMENT AT EACH SPELLING STAGE

        Assessments with English Learners in the Emergent Stage

        Assessments with English Learners in the Letter Name–Alphabetic Stage

        Assessments with English Learners in the Within Word Pattern Stage

        Assessments with English Learners in the Syllables and Affixes Stage

        Assessments with English Learners in the Derivational Relations Stage

    THE ROLE OF DIALECT IN SPELLING ASSESSMENT

    ASSESSMENT OF SPELLING IN STUDENTS’ PRIMARY LANGUAGES

        Using Spelling Assessments and Sorts with Students Learning Foreign Languages

        Inventories and Spelling Development in Spanish, Chinese, and Korean

    ORAL LANGUAGE DEVELOPMENT AND VOCABULARY LEARNING

        Learning about Students’ Oral Language Development

        Critical Questions about Students’ Languages and Learning

        Levels of Proficiency and Formal Tests of Oral Language

        Intermediate and Secondary Vocabulary Assessments

        Talking with Families

Chapter 3: Organizing for Word Study in Multilingual Classrooms: Principles and Practices

    THE ROLE OF WORD STUDY AND SORTING

    TYPES OF SORTS

        Sound Sorts

        Pattern Sorts

        Meaning/Concept Sorts

        Variations of Sorts

        Supporting Vocabulary Development during Sorting

        Supporting Vocabulary Learning during Sorting

    WORD STUDY INSTRUCTION IN MULTILINGUAL CLASSROOM SETTINGS

        Strategies to Support English Learners

    ORGANIZATION OF WORD STUDY INSTRUCTION

        Preparing Your Word Sorts

        The Big Picture: Scheduling Word Study

        Word Study Lesson Plan Format

        Structuring Interactions

        Making Sorts Harder or Easier

        Teaching Vocabulary

        Integrating Word Study into the Language Arts Curriculum

        Involving English-Learning Parents in Word Study

    TEN PRINCIPLES OF WORD STUDY INSTRUCTION WITH ENGLISH LEARNERS

    WORDS THEIR WAY WORD STUDY RESOURCES

Chapter 4: Word Study with English Learners in the Emergent Stage

    FROM SPEECH TO PRINT WITH ENGLISH LEARNERS

    CHARACTERISTICS OF THE EMERGENT STAGE OF READING AND SPELLING

    COMPONENTS OF EARLY LITERACY LEARNING

        Read To

        Read With

        Write With

        Word Study

        Talk With

    ¿ ACTIVITIES FOR ENGLISH LEARNERS IN THE EMERGENT STAGE

        Concept Books and Sorts

        Games Using Concept Picture Sorts

        Talk With and Read With Activities

        Alphabet and Letter-Sound Knowledge

Chapter 5: Word Study with English Learners in the Letter Name—Alphabetic Stage

    LITERACY INSTRUCTION FOR ENGLISH LEARNERS IN THE LETTER NAME—ALPHABETIC STAGE

        Students May Know Different Sounds Than Those Found in English

        Consider the Role of Correct Pronunciation

        Students Use Their Primary Language Literacy

        Students’ Primary Languages Support Their Literacy Development

        Vocabulary Is a Partner in All Sorts

        Pictures Are a Part of Many Sorts during This Stage

        Sort with Known Words and Pictures

        Letter Name—Alphabetic Spellers Are Beginning Readers

        Understanding Is the Key to Successful Reading

        Concept Sorts Encourage Discussions

    CHARACTERISTICS OF ORTHOGRAPHIC DEVELOPMENT FOR ENGLISH LEARNERS IN THE LETTER NAME—ALPHABETIC STAGE

        The Letter Name Strategy, Reliance on Articulation, and the Alphabetic Principle

        Consonants and the English Learner

        Vowels and the English Learner

        The Sequence of Word Study Instruction with English Learners

    COMPONENTS OF LITERACY INSTRUCTION AT THE LETTER NAME—ALPHABETIC STAGE

        Talk With

        Read To

        Read With

        Write With

        Word Study

    WORD STUDY LESSON PLAN FORMAT

    ¿ ACTIVITIES FOR ENGLISH LEARNERS IN THE LETTER NAME—ALPHABETIC STAGE

        Picture Concept Sorts

        Multi-Use Word Study Activities

        Working with Words and Sounds

        Personal Reader Activities

        Picture and Word Sorts and Related Games

Chapter 6: Word Study with English Learners in the Within Word Pattern Stage

    LITERACY INSTRUCTION FOR ENGLISH LEARNERS IN THE TRANSITIONAL/WITHIN WORD PATTERN STAGE

        Be Pattern Puzzlers

        Include Vocabulary Instruction

        Wide Reading Supports Oral and Written Language Development

        Sounds Play a Role at the Within Word Pattern Stage

    CHARACTERISTICS OF ORTHOGRAPHIC DEVELOPMENT FOR ENGLISH LEARNERS IN THE WITHIN WORD PATTERN STAGE

        Sequence of Word Study for the Within Word Pattern Stage

        Studying High-Frequency Words with English Learners

    COMPONENTS OF LITERACY INSTRUCTION AT THE TRANSITIONAL STAGE

        Talk With

        Read To

        Read With

        Write With

        Word Study

    ¿ ACTIVITIES FOR ENGLISH LEARNERS IN THE WITHIN WORD PATTERN STAGE

        Teaching New Words

        Word Study Activities at the Early Within Word Pattern Stage

        Word Study Activities at the Middle Within Word Pattern Stage

        Word Study Activities at the Late Within Word Pattern Stage

Chapter 7: Word Study with English Learners in the Syllables and Affixes Stage

    LITERACY INSTRUCTION FOR ENGLISH LEARNERS IN THE SYLLABLES AND AFFIXES STAGE

    CHARACTERISTICS OF ORTHOGRAPHIC DEVELOPMENT FOR ENGLISH LEARNERS IN THE SYLLABLES AND AFFIXES STAGE

        Syllable Juncture and Inflectional Endings

        Explore Meaning

        Instructional Implications

    COMPONENTS OF LITERACY INSTRUCTION AT THE SYLLABLES AND AFFIXES STAGE

        Talk With

        Read To

        Read With

        Write With

        Word Study

        Fostering a Climate for Word Learning

        Walking through Words with Students

    ¿ ACTIVITIES FOR ENGLISH LEARNERS IN THE SYLLABLES AND AFFIXES STAGE

        Word Study Activities at the Early Syllables and Affixes Stage

        Word Study Activities at the Middle Syllables and Affixes Stage

        Word Study Activities at the Late Syllables and Affixes Stage

Chapter 8: Word Study with English Learners in the Derivational Relations Stage

    LITERACY INSTRUCTION FOR ENGLISH LEARNERS IN THE DERIVATIONAL RELATIONS STAGE

    CHARACTERISTICS OF ORTHOGRAPHIC DEVELOPMENT FOR ENGLISH LEARNERS IN THE DERIVATIONAL RELATIONS STAGE

    COMPONENTS OF LITERACY INSTRUCTION AT THE DERIVATIONAL RELATIONS STAGE

        Word Study

        Word Study Conversations: “Walking through Words” with Students

    ¿ ACTIVITIES FOR ENGLISH LEARNERS IN THE DERIVATIONAL RELATIONS STAGE

    ASSESSMENT MATERIALS FOR CHAPTER 2

    SOUND BOARDS AND ALPHABETS

    PICTURES FOR SORTS AND GAMES

    SAMPLE PICTURE AND WORD SORTS

    WORD LISTS OF PICTURES IN BOOK WITH TRANSLATIONS

    TEMPLATES FOR SORTS AND GAMES

    GAME BOARDS

    MEDIA GUIDE

References

Index

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