Word Study with Multilingual Learners

Description

Hallmark features of this title

• Uniquely connects students’ home language with their new language, helping children improve their oral and written abilities much more quickly.
• Introduces the stages of spelling and reading development, the assessments to use, and the best ways to organize your classroom for word study.
• Provides a strong foundation in assessment, helping readers determine the developmental level of each child. Based on these assessments, teachers can then group children with similar developmental abilities.
• Organized around 5 developmental levels that outline the most appropriate and effective word study instruction for each audience, from the emergent learner through readers and writers in the derivational relations stage.
• Classroom-proven word study activities promise to engage students, motivate them, and improve their oral and written abilities in English.
• The Appendix contains all the assessment tools necessary to get word study underway and offers word lists in Spanish, Chinese, Korean, Vietnamese and Arabic; picture and word sorts; and game templates to advance word study instruction in diverse K through 8 classrooms.

New and updated features of this title

• NEW: Instructional ideas based on the most recent research enhance the theoretical foundation and instructional activities in the book.
• NEW: Extensive graphics, pictures, figures and boxes illustrate the text or show how to implement the sorts and other word study activities, making the material easier to understand.
• NEW: Chapter on Derivational Relations addresses word study for students at the advanced level of word study.
• NEW: A teacher-friendly introduction clearly presents the theory and assessment of word knowledge development in English.
• NEW: Hmong translations of all the pictures for sorts and games are now included, in addition to the 5 languages already featured (Spanish, Arabic, Chinese, Korean, and Vietnamese), helping teachers use the vocabulary as a resource for working with students, their families, and community members.
• NEW: References to multilingual and language-learning materials and websites help teachers access resources that bid on the cultural and linguistic foundations of students from a wide range of backgrounds.

Word Study with Multilingual Learners: Phonics, Spelling, and Vocabulary Instruction (formerly titled Words Their Way™) is the most complete resource available for teachers to use as you facilitate research-based word study in classrooms with students from varying language backgrounds. Empower your students to grasp this new language at the word level, building skills to understand how English differs from their primary language, and providing them with the skills to predict word meaning through spelling.

The 2nd Edition features examples of students’ work, hands-on sample learning activities, compelling visuals, a variety of word study activities, a concise outline of a research-based model of literacy development, references to multilingual language-learning materials and websites, and more.

About our authors

Lori Helman is associate professor in literacy education in the Department of Curriculum and Instruction at the University of Minnesota. Her research and writing have focused extensively on the reading and spelling development of students learning English as a new language. She has also edited a text for teachers, Literacy Development with English Learners.

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.

Marcia Invernizzi is Director of the McGuffey Reading Center at the University of Virginia exploring developmental universals in non-English orthographies. A former English and reading teacher, Marcia works with children experiencing difficulties learning to read and write in intervention programs such as Virginia’s Early Intervention Reading Initiative and Book Buddies.

Shane Templeton is Foundation Professor of Literacy Studies at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, he researches the development of orthographic and vocabulary knowledge

Francine Johnston is Associate Professor in the School of Education at the University of North Carolina at Greensboro, where she teaches reading, language arts, and children’s literature. A former first-grade teacher and reading specialist.

Additional information