ERIC Number: ED446451
Record Type: RIE
Publication Date: 2000
Reference Count: N/A
Speech to Print: Language Essentials for Teachers.
Moats, Louisa Cook
This book argues that elementary school teachers should study language, because knowledge of language is the foundation for teaching children to read explicitly and systematically. The book is written in nontechnical, accessible language and seeks to help the reader to understand the organization of written and spoken English, discover the connection between language structure and how individuals learn to read, get examples of students' writing to help interpret children's mistakes, and apply the concepts of phoneme awareness, spelling, vocabulary, and comprehension in sample lesson plans and adaptations. All this will enable educators to identify, understand, and, most importantly, solve the problems students with or without learning disabilities may encounter when learning to read and write. The book's 8 chapters' titles include the following: "Why Study Language?""Phonetics;""Phonology;""Morphology;""The Structure of English Orthography;""Semantics;""Syntax;""The Structure of English Orthography;""Semantics;""Syntax;" and "Language and Instruction." The book's 8 appendices include case studies, sample lesson plans, additional examples of orthographic patterns in English, syllable review and self-evaluation, 100 words commonly used in writing, developmental spelling inventories, an answer key, and a glossary. Also included are an index and 128 references. (KFT)
Descriptors: Beginning Reading, Cognitive Development, Content Area Reading, Elementary Education, Literacy, Morphology (Languages), Phonetics, Phonology, Reading Instruction, Second Language Instruction, Second Language Learning, Semantics, Spelling, Syntax, Teacher Education, Writing Instruction
Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624. Tel: 800-638-3775 (Toll Free); Web site: http://www.brookespublishing.com.
Publication Type: Books; Opinion Papers
Education Level: N/A
Authoring Institution: N/A