Latisha Hayes is an Assistant Professor at the University of Virginia in the department of Curriculum, Instruction and Special Education. She is the 2003 award recipient of the Jeanne S. Chall Research Fellowship, which encourages and supports reading research by promising scholars. 

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.

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.

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.

Chapter One

Word Study with Struggling Older Readers…Discusses three main areas that impact reading performance: orthographic knowledge, vocabulary and comprehension knowledge, and motivation/engagement.

Chapter Two

The Assessment of Orthographic Development and Vocabulary Knowledge:  Outlines orthographic and vocabulary assessments that get teachers started in developmentally targeted word study instruction.

Chapter Three

Word Study Instruction and Organization:  Principles and Practices…Describes how to organize and manage individual as well as small and whole group activities (e.g., word sorting, writing applications, etc.) to deliver effective developmental word study instruction.

PART ONE…Word Study for Orthographic Knowledge:  Phonics, Spelling, and Decoding

 Chapter Four

Word Study with Older Struggling Readers in the Within Word Pattern Stage…Highlights effective instructional practices that promote phonics, spelling, and decoding knowledge.  Orthographic features covered:  vowel and complex consonant patterns.

Chapter Five

Word Study with Older Struggling Readers in the Syllables and Affixes Stage… Highlights effective instructional practices that promote phonics, spelling, and decoding knowledge.  Orthographic features covered:  syllable patterns as well as accented and unaccented syllables.

PART TWO…Word Study for Vocabulary Knowledge:  Generative and Content-Specific

Chapter Six

Generative Vocabulary Instruction…Highlights effective instructional practices that promote vocabulary knowledge.  Teaches students how to tap into the power of Latin and Greek derived prefixes, suffixes, and roots to exponentially increase vocabulary knowledge.

Chapter Seven

Content-Specific Vocabulary Instruction…Highlights effective instructional practices that promote vocabulary knowledge in specific content areas.  Focuses on general, core academic vocabulary and vocabulary specific to math, science, social studies, and English.

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