Words Their Way Spelling development includes these five stages. Emergent (Preliterate) – Children have not yet developed a formal way of reading. They are in the stage of recognizing logos and often recognizing letters in their name. This stage involves the time a child is making marks which represent letters. During this period, [...]
Archive for the ‘Article Review’ Category
Words Their Way
Posted in Article Review on November 4, 2009 | Leave a Comment »
Howard Street Tutoring Manual
Posted in Article Review on October 8, 2009 | 2 Comments »
Study Guide for Chapter 5 (Howard Street Tutoring Manual—Morris) Answer these questions and post the responses into your blog. What grade is Curt in? Curt is in the 3rd grade. Look at the summary of scores in the table on page 170. Notice that there are scores for the grade-level lists of [...]
DRTA Article
Posted in Article Review on October 5, 2009 | 2 Comments »
DRTA Article Study Guide: Dougherty Stahl, Katherine A. (2008)’ The Effects of Three Instructional Methods on the Reading Comprehension and Content Acquisition of Novice Readers. Journal of Literacy Research,40:3,359 — 393 Answer the following questions AS you read the article. 1. Describe in broad stokes the reading processes that take place during comprehension of informational [...]
Word Study
Posted in Article Review on October 5, 2009 | 1 Comment »
Word Study Study Guide: Spellings of words: A neglected facilitator of vocabulary learning by Ehri & Rosenthal (2007) Please consider the following questions BEFORE you read the article. What does it mean to know a word? When you know a word, what do you know of that word? Knowing a word is being able to [...]
Article Review 1
Posted in Article Review on September 1, 2009 | 1 Comment »
What role does finger-pointing play in developing concept of word and phonemic awareness? Finger pointing is when a child points to the words as reading. It helps the child to recognize the words as seen. If the word is in a sentence or on a page of words it allows the child to learn to [...]
