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Example:Conferring with a Word Feature Lens

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Wiley Blevins

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grades k-2: common causes of failure and 7 ingredients for success (corwin literacy)

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teaching methods & materials - reading & phonics

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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educational: first / native language: reading and writing skills

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english language - orthography and spelling

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phonics; phonics instruction; teaching phonics; phonemic awareness; reading comprehension

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reading - phonetic method - united states

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teaching methods & materials - reading & phonics

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native language: reading and writing skills

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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educational: first / native language: reading and writing skills

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A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy)

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Amazon.com: A Fresh Look at Phonics, Grades K-2: Common Causes of Failure and 7 Ingredients for Success (Corwin Literacy) (9781506326887): Blevins, Wiley W.: Books

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natashya@erinkentconsulting.com

Website: erinkentconsulting.com

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Questions for Using the 3 Tensions in Book Selection.jpg

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Formative Data Collection for Phonological Awareness

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High Frequency Words & Orthographinc Mapping

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Louisa Moats

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For two decades, Speech to Print has been a bestselling, widely adopted textbook on explicit, high-quality literacy instruction. Now the anticipated third edition is here, fully updated with ten years of new research, a complete package of supporting materials, and expanded guidance on the how of assessment and instruction in today's classrooms.

Filling a critical gap in teacher preparation courses, Speech to Print supplies K-12 educators with in-depth knowledge of the structure and function of language-fundamentals they need to deliver successful structured literacy instruction. Renowned literacy expert Louisa Cook Moats gives current and future teachers comprehensive, accurate, and accessible information on the underpinnings of language instruction, including:

the history of the English language and its effect on spelling

English phonology, including speech sounds and their distinctive features

how print represents speech in English

the morphological aspects of words

syntax and its instruction

how meaning is conveyed with language

Through case studies, activities, recommended teaching principles, and close analysis of real-world student work samples, teachers will also receive invaluable insight into how their students should be taught. Ideal for use in preservice courses and in-service professional development sessions, this essential textbook will give educators the strong foundation they need to teach language and reading skills to students with and without disabilities.
WHAT'S NEW:

New and expanded practical content on the how of language and reading instruction

New and updated chapter exercises

New faculty support materials

More on key topics like program and curricula selection, frameworks for instructional planning, and problem solving when students are slow to respond to intervention

More accessible, undergraduate-friendly tone and structure

Additional graphics to illustrate key concepts

NEW FACULTY SUPPORT MATERIALS! Support your instruction with a complete package of online companion materials, including chapter quizzes, a sample syllabus/course outline, PowerPoints to accompany each chapter, PDF handouts for selected concepts, and a video demonstrating production of all the sounds in the English language. Learn more about the new edition! Watch the webinar recording

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speech to print: language essentials for teachers

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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language arts & disciplines / reading skills

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language arts & disciplines/reading skills

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teaching methods & materials - language arts

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teaching methods & materials - reading & phonics

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language development; language arts instruction; literacy; literacy instruction; language assessment; literacy assessment; teaching literacy skills; language arts teachers; language arts textbook; reading teachers

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education / teaching methods & materials / language arts

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education / teaching methods & materials / reading & phonics

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education/teaching methods & materials - language arts

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education/teaching methods & materials - reading & phonics

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language arts & disciplines / reading skills

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language arts & disciplines/reading skills

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Speech to Print: Language Essentials for Teachers

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Amazon.com: Speech to Print: Language Essentials for Teachers (9781681253305): Moats Ed.D., Louisa Cook, Brady Ph.D., Dr. Susan: Books

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Connect with other international educators who are passionate about all things literacy!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Text Project

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The Reading GPS gives teachers information about whether students are moving toward the goal of proficient reading.

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Workshop Planning Across Week -Mock-up Detailed

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Article by Wiley Blevins

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Phonics: Ten Important Research Findings

Countless research studies have been conducted on phonics instruction. Much of this research has focused on the usefulness of phonics instruction and the best ways to teach children about sound-spelling relationships. Below is a list of ten of the top research findings regarding phonics.
#1: Phonics Instruction Can Help All Children Learn to Read
All children can benefit from instruction in the most common sound-spelling relationships and syllable patterns in English. This instruction helps children decode words that follow these predictable sound-spelling relationships and syllable spelling patterns.

Phonics instruction is particularly beneficial for children at risk for learning difficulties - those children who come to school with limited exposures to books, have had few opportunities to develop their oral languages, are from low socio-economic families, have below-average intelligence, are learning English as a second language, or are suspected of having a learning disability. However, even children from language rich backgrounds benefit from phonics instruction (Chall, 1967). As Chall states "By learning phonics, students make faster progress in acquiring literary skills - reading and writing. By the age of six, most children already have about 6,000 words in their listening and speaking vocabularies. With phonics they learn to read and write these and more words at a faster rate than they would without phonics."

Phonics instruction is therefore an essential ingredient in reading instruction. The purpose of this instruction is to teach children how to read with accuracy, comprehension, fluency, and pleasure. The early ability to sound out words successfully is a strong predictor of future growth in decoding (Lundberg, 1984) and comprehension (Lesgold and Resnick, 1982). Weak decoding skills are characteristic of poor readers (Carnine, Carnine, and Gertsen, 1984; Lesgold and Curtis, 1981). Readers who are skilled at decoding usually comprehend text better than those who are poor decoders. Why this is so can be gleaned from the work of cognitive psychologists. They contend that we have a set amount of mental energy that we can devote to any task (Kahneman, 1973). Since decoding requires so much of this mental energy, little is left over for higher-level comprehension. As decoding skills improve and more and more words are recognized by sight, less mental energy is required to decode words and more mental energy can be devoted to making meaning from the text (Freedman and Calfee, 1984; LaBerge and Samuels, 1974).

In addition, successful early decoding ability is related to the number of words a reader encounters. That is, children who are good decoders read many more words than children who are poor decoders (Juel, 1988). This wide reading subsequently results in greater reading growth. Children not only learn more words, but they become more familiar with the common spelling patterns of English which, in turn, helps them decode longer words.

Phonics instruction also helps to get across the alphabetic principle (that the letters of the alphabet stand for sounds) by teaching the relationship between letters and the sounds they represent. Beginning readers learn better when their teachers emphasize these relationships (Chall, 1996).
#2: Explicit Phonics Instruction Is More Beneficial Than Implicit Instruction
According to Chall (1996), "systematic and early instruction in phonics leads to better reading: better accuracy of word recognition, decoding, spelling, and oral and silent reading comprehension." The most effective type of instruction, especially for children at risk for reading difficulties, is explicit (direct) instruction (Adams, 1990; Chall, 1996; Honig, 1995; Evans and Carr, 1985; Stahl and Miller, 1989; Anderson et al, 1985.). Implicit instruction relies on readers "discovering" clues about sound-spelling relationships. Good readers can do this; poor readers aren't likely to. Good readers can generalize their knowledge of sound-spelling relationships and syllable patterns to read new words in which these and other sound-spellings and patterns occur. Poor readers must rely on explicit instruction.

Although explicit instruction has proved more effective than implicit instruction, the key element in the success of explicit phonics instruction is the provision of multiple opportunities to read decodable words (that is, words containing previously taught sound-spellings) in context (Stahl, Osborn, and Pearson, 1992; Juel and Roper-Schneider, 1985; Adams, 1990) and ample modeling of the application of these skills to real reading. In fact, students who receive phonics instruction achieve best in both decoding and comprehension if the text they read contains high percentages of decodable words. In addition, by around second or third grade, children who've been taught with explicit phonics instruction generally surpass the reading abilities of their peers who've been taught with implicit phonics instruction (Chall, 1996).
#3: Most Poor Readers Have Weak Phonics Skills and a Strategy Imbalance
Most poor readers have a strategy imbalance. They tend to overrely on one reading strategy, such as the use of context clues, to the exclusion of other strategies that might be more appropriate (Sulzby, 1985). To become skilled fluent readers, children need to have a repertoire of strategies to figure out unfamiliar words (Cunningham, 1990). These strategies include using a knowledge of sound-spelling relationships, using context clues, and using structural clues and syllabication strategies. Younger and less skilled readers rely more on context than other, often more effective, strategies (Stanovich, 1980). This is partly due to their inability to use sound-spelling relationships to decode words. Stronger readers don't need to rely on context clues because they can quickly and accurately decode words by sounding them out.

Unfortunately, children who get off to a slow start in reading rarely catch up to their peers and seldom develop into strong readers (Stanovich, 1986; Juel, 1988). Those who experience difficulties decoding early on tend to read less and thereby grow less in terms of word recognition skills and vocabulary.

A longitudinal study conducted by Juel (1988), revealed an 88% probability that a child who is a poor reader at the end of first grade would still be a poor reader at the end of fourth grade. Stanovich (1986) refers to this as the "Matthew Effect" in which the "rich get richer" (children who are successful decoders early on read more and therefore improve in reading), and the "poor get poorer" (children who have difficulties decoding become increasingly distanced from the good decoders in terms of reading ability).
#4: Phonics Knowledge Has a Powerful Effect on Decoding Ability
Phonics knowledge affects decoding ability positively (Stanovich and West, 1989). Early attainment of decoding skill is important because this accurately predicts later skill in reading comprehension (Beck and Juel, 1995).

One way to help children achieve the ultimate goal of reading instruction, to make meaning of text, is to help them achieve automaticity in decoding words (Gaskins et al, 1988). Skilled readers recognize the majority of words they encounter in text quickly and accurately, independent of context (Cunningham, 1975-76; Stanovich, 1984). The use of graphophonic cues (knowledge of sound-spelling relationships) facilitates word recognition abilities. In fact, a child's word recognition speed in first grade was found to be a strong predictor of reading comprehension ability in second grade (Lesgold and Resnick, 1982; Beck and Juel, 1992).

However, the inability to automatically recognize frequently encountered words affects reading in the following ways (Royer and Sinatra, 1994):

1. Since words can be stored in working memory for only a limited amount of time (approximately 10-15 seconds), slow decoding can result in some words "decaying" before a meaningful chunk of text can be processed.

2. Devoting large amounts of mental energy to decoding words leaves less mental energy available for higher-level comprehension. This can result in comprehension breakdowns.

#5: Good Decoders Rely Less on Context Clues Than Poor Decoders
Good readers rely less on context clues than poor readers do because their decoding skills are so strong (Gough and Juel, 1991). It's only when good readers can't use their knowledge of sound-spelling relationships to figure out an unfamiliar word that they rely on context clues. In contrast, poor readers, who often have weak decoding skills, overrely on context clues to try to make meaning of text (Nicholson, 1992; Stanovich, 1986). Any reader, strong or weak, can use context clues only up to a certain point. It has been estimated that only one out of every four words (25%) can be predicted using context (Gough, Alford, and Holley-Wilcox, 1981). The words that are the easiest to predict are function words such as the and an. Content words - the words that carry the bulk of the meaning in a text - are the most difficult to predict. Researchers estimate that content words can be predicted only about 10% of the time (Gough, 1983). A reader needs to use his or her knowledge of phonics (sound-spelling relationships) to decode these words.

"The whole word method (meaning emphasis) may serve a student adequately up to about second grade. But failure to acquire and use efficient decoding skills will begin to take a toll on reading comprehension by grade 3." Jeanne Chall, 1996

#6: The Reading Process Relies on a Reader's Attention to Each Letter in a Word
Eye-movement studies have revealed that skilled readers attend to almost every word in a sentence and process the letters that compose each word (McConkie and Zola, 1987). Therefore, reading is a "letter-mediated" rather than a "whole-word-mediated" process (Just and Carpenter, 1987). Prior to these findings, it was assumed that readers did not process each letter in a word, rather recognized the word based on shape, a few letters, and context.

Research has also revealed that poor readers do not fully analyze words; for example, some poor readers tend to rely on initial consonant cues only (Stanovich, 1992, Vellutino and Scanlon, 1987). Therefore, phonics instruction should help to focus children's attention on all the letters or spellings that make up words and the sounds each represents by emphasizing the full analysis of words. In addition, phonics instruction must teach children strategies to use this information to decode words. This attention to the spelling patterns in words is necessary for the reader to store the word in his or her memory. It also helps the reader to become a better speller because the common spelling patterns of English are attended to to a greater degree and thereby more fully learned (Ehri, 1987).
#7: Phonemic Awareness Is Necessary for Phonics Instruction to Be Effective
Before children can use a knowledge of sound-spelling relationships to decode words, they must understand that words are made up of sounds (Adams, 1990). Many children come to school thinking of words as whole units - cat, dog, run. Before they can learn to read, children must realize that these words can be broken into smaller units - and sounded out. Phonemic awareness is the understanding, or insight, that a word is made up of a series of discrete sounds. Without this insight, phonics instruction will not make sense to children. Some students with weak phonemic awareness skills are able to make it through the first couple years of reading instruction by memorizing words. This strategy breaks down when the number of unique words in text increases in grades three and up. Therefore, if weak phonemic awareness skills are not detected and corrected, these students may enter the intermediate grades with a very serious reading deficit.
#8: Phonics Instruction Improves Spelling Ability
Reading and writing are interrelated and complementary processes (Pinnell, 1994). Whereas phonics is characterized by putting together sounds to form words that are printed, spelling involves breaking down spoken words into sounds in order to write them. To spell, or encode, a word a child must map a spelling onto each sound heard in the word.

Spelling development lags behind reading development. A word can generally be read before it can be spelled. The visual attention a child needs to recognize words is stored in his or her memory. This information - the knowledge of the spelling patterns of English, also known as orthographic knowledge - is used to spell. Spelling, however, requires greater visual recall than reading and places higher demands on memory.

Good spellers are generally good readers because spelling and reading share an underlying knowledge base. Poor readers, however, are rarely good spellers. Phonics is a particularly powerful tool in improving spelling because it emphasizes spelling patterns, which become familiar from reading. Studies show that half of all English words can be spelled with phonics rules that relate one letter to one sound. Thirty-seven percent of words can be spelled with phonics rules that relate groups of letters to one sound. The other thirteen percent must be learned by memorization. Good spellers have not memorized the dictionary; they apply the phonics rules they know and have a large store of sight words.

Writing, in turn, supports a child's reading development because it slows the process by focusing the child's attention on how print works. Poor spellers experience difficulties in both writing and reading. Poorly developed spelling ability also hinders vocabulary development (Adams, Treiman, and Pressley, 1996; Read, 1986).
#9: A Teacher's Knowledge of Phonics Affects His or Her Ability to Teach Phonics
A teacher's knowledge of phonics has a strong effect on his or her ability to teach phonics (Carroll, 1990; Moats, 1995). This knowledge of the English language enables the teacher to choose the best examples for instruction, to provide focused instruction, and to better understand students' reading and writing errors in relationship to their developing language skills. I highly recommend that all teachers take a basic course in phonics or linguistics to gain further insights into our language that can be used in the classroom in productive and purposeful ways.
#10: Knowledge of common syllable patterns and structural analysis (affixes, roots) improves students' ability to read, spell, and learn the meanings of multisyllablic words.
For many children, reading long words is an arduous task. Explicit instruction in the six common spelling patterns, the most common syllable types (e.g., VCe, VCCV,), prefixes, suffixes, roots, and word origins helps students recognize larger word chunks that makes decoding easier and aids in figuring out a word's meaning. For example, it may be efficient for a student to decode text containing simple CVC words such as cat and ran sound by sound, it is not efficient to decode text containing words such as transportation and unhappy sound by sound. Rather, it is more efficient to recognize common word parts such as trans, port, tion, un, and happy and blend these larger chunks to sound out the word.
Here are some helpful articles and videos about phonics . . .
http://teacher.scholastic.com/reading/bestpractices/phonics/questionstranscripts.htm
http://www.scholastic.com/teachers/article/teaching-phonics-wiley-blevins
http://www.scholastic.com/teachers/article/frequently-asked-questions-about-phonics
http://teacher.scholastic.com/clifford1/resfound.htm
Here are some of my favorite web sites . . .
Scholastic (for Parents): www.scholastic.com/parents/
Scholastic (for Teachers): http://www.scholastic.com/teachers/
Reading Rockets (for Parents and Teachers): http://www.readingrockets.org/
The Society for Children's Book Writers and Illustrators (SCBWI): http://www.scbwi.org/
Disney's Family Fun: http://familyfun.go.com/
Q & A
Do you have a question for me about teaching your child to read? If so, email me and I will post your question and answer.

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teaching phonics and word study in the intermediate grades

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phonemic awareness activities for early reading success

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Wiley Blevins Author " Page Not Found " Phonics: Ten Important Research Findings

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Countless research studies have been conducted on phonics instruction. Much of this research has focused on the usefulness of phonics instruction and the best ways to teach children about sound-spelling relationships. Below is a list of ten of the top research findings regarding phonics.

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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Word Study - Planning for Transfer G1 - G3

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These are high quality decodables and FREE!

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Free Books for Kids | Consonant Digraphs | Beyond Decodables | Teacher Resources

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Beyond Decodables provides access to free kids books online with a focus on phonics and diversity. Kids books include decodable words related to CVC words, consonant diagraphs, CVCe Words, Multisyllabic Words, Consonant Blends, and Long Vowel Patterns.

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Great resource to understandings and planning for phonics

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If you're not sure how phonics fits within your daily instruction, or crave a more effective process for teaching phonics, Heidi Anne Mesmer is here to help. In Letter Lessons and First Words, Heidi Anne provides a research-based vision of what lively, engaging phonics instruction can look like, along with practical, classroom-tested tools to make it happen in your classroom.

Heidi Anne provides a one-stop shop for phonics instruction, including a clear scope and sequence of what to teach, a quick assessment to differentiate instruction, a simple lesson framework, and three activity-filled units matching key developmental milestones.

More than twenty classroom videos bring the content to life, showing children working with letters, words, and books at various stages of learning. Additional resources include:

A "know the code" chapter explaining English spelling (and online glossary)

Answers to common questions

Guidance about choosing books for readers at different stages

new info about how children cognitively store words and why inductive tension is important.

Isn't it time to re-imagine how you teach phonics? Letter Lessons and First Words will show you the way toward joyful instruction for today's classrooms.

Read Heidi Anne's Blog post Developmentally Responsive Phonics Instruction: A Research-Based Approach

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Research-based strategies for lively, engaging phonics instruction with young children. - Heinemann

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Your writing lesson was well-modeled, clear, and engaging, but your students were still at a loss when it came time to write independently. Why? There's a good chance your kids needed more time in the "We-Do" phase of the gradual release model. In this book, Leah shows you how to maximize practice and coaching to better prepare students to write meaningfully on their own. Through the use of uncomplicated structures and systems, she walks you through choosing the right level of support for various teacher goals and student needs. You will get guidance on how to: Identify the components of effective writing, Use specific writing techniques or "sessions" in your daily planning, Differentiate strategies by grade level and student development, Improve classroom collaboration, and Build flexibility when responding to students in the moment. Some great writers are born, but many more are made. Allow We-Do Writing to help you nurture young writers by providing them with the skills and confidence to soar.

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"We-Do" Writing | Maximizing Practice to Develop Independent Writers | Professional Development Book for Educators | Grade Level K-5

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Your writing lesson was well-modeled, clear, and engaging, but your students were still at a loss when it came time to write independently. Why? There's a good chance your kids needed more time in the "We-Do" phase of the gradual release model. In this book, Leah shows you how to maximize practic...

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Word Chaining List from Burkins and Yates

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Word Chaining List from Burkins and Yates

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Many, many articles and resources

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"The process of determining the base of a Latin verb is systematic and consistent....Read More

"Alan Becker's journey with using Greek and Latin roots as an educator began in 2011...Read More

"Tammy Noska learns about the Fluency Development Lesson during her work as a reading clinician at the Kent State University Reading Clinic....Read More

"What do solo and sole (as in "sole survivor") have in common?...Read More

"Activities and a special video from Tim Rasinski. Video link: https://go.tcmpub.com/rasinski-video ...Read More

"It's Poetry Month! Grab a favorite poem and immerse your students in it with these ideas to integrate repeated readings in an engaging way! ...Read More

"Start with "Winter", a season of cold and snow. ...Read More

"Start with "boy" another name for a young man. ...Read More

"Start with "pop" another name for a fizzy soda drink. ...Read More

"Veteran - Take away 4 letters to make the past tense of "run." ...Read More

"Start with "Quarter" - One fourth of an object; a coin worth 25 cents. ...Read More

"Start with "Touch" - To come into contact with someone or something. ...Read More

"Start with the word "Summer" - a time for sun, swimming and play. ...Read More

"Start with the word "Sham" - a word that means something that is fake or false. ...Read More

"Start with the word "Love" - the emotion celebrated on Valentine's Day. ...Read More

"Start with the word "King" - a ruler of a country....Read More

"Start with the word "Harbor" - a place of safety, usually for ships and boats...Read More

"Most of us can remember the traditional way of teaching vocabulary"...Read More

"Start with Foot - the part of our body we use for standing and walking."...Read More

"Here's a Halloween word ladder. Enjoy! Start with the word "trick"...Read More

"I recently visited the National Art Museum and Portrait Gallery in Washington DC."...Read More

"Start with Hurricane - a large and sever tropical storm in the Atlantic Ocean."...Read More

"Let's start with sun, our star that gives us warmth"...Read More

"With vacation time rapidly approaching, here's a quick lesson to help your students expand their vocabulary and learn a bit more about the English language."...Read More

"Start with Spring, the season where April showers bring May flowers"...Read More

"Let's start with May, the fifth month of the year"...Read More

"Let's start with April, the fourth month of the year"...Read More

"Let's start with a word that describes our Earth and all the large bodies in the solar system"...Read More

"Let's start with a word the famous spring Holiday"...Read More

"April Showers bring May Flowers." One of the meanings for shower is a type of rain."...Read More

"Hello Everyone - here's a word ladder that you can do with your students on the first day of April. Word study can be fun!..."...Read More

"Besides being the name of month, the word "March" refers to a particular way of walking (in unison as a group)..."...Read More

"Let's start with a word that describes an animal that roars..."...Read More

"Let's start with a word that describes the man who can leap tall buildings and is faster than a locomotive..."...Read More

"Start with the top word and guide your students to make a series of new words..."...Read More

"Now that it's October, the days are getting shorter (in the northern hemisphere) and the temperature is starting to dip"...Read More

"In the U.S. Sept 5th is a holiday - Labor Day; a day to celebrate the working person"...Read More

"Here's a Word Ladder to share with your students on the first day of school! Feel free to add to or change the clues. Go from top to bottom"...Read More

"I am a self-proclaimed and unapologetic lexophile, word nerd, or vocabulary zealot! I love words! I love to learn about how words came to be; I love the fact that some words have the same spelling but varied pronunciations and meanings while other words may have the same pronunciation but different spellings; and I love how words can be used to convey facts, tell a story, or elicit emotion"...Read More

"A few years ago several colleagues and I were engaged in a study of reading fluency in high school students. Our study involved having ninth-grade students from a local urban high school read orally a relatively short informational text. Our intent was to check their reading rate (words read correctly per minute) to see if fluency may be an issue that is causing students difficulty in their reading. Our findings confirmed our hypothesis. Many 9th graders experienced difficulty in fluency and this appeared to be a contributor to their reading difficulties..." Read More

"November is one of my favorite times of year. Despite the weather getting increasingly colder and the threat of winter weather on the horizon, I view November as a time for nesting, when family and friends often come for visits. During these visits it is not unusual to bring out a board or card game...Read More

"Teaching Is Joyous Work: It's early September and school has begun or will begin soon for teachers, principals, and other educators. I certainly believe that teaching is a joyous profession; however, it is also a profession that requires lots of work. Thankfully, Labor Day rolls around on the first Monday in September and gives teachers a chance to take a quick breather. Here's a word ladder I did that connects work to labor..." Read More

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Timothy Rasinski is a professor of literacy education at Kent State University. He has written over 150 articles and has authored, co-authored or edited over 15 books or curriculum programs on reading education.

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Good guide to using morphology to help with spelling and vocabulary

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This reference manual includes several useful features:

takes teachers through how English spelling uses morphology to represent the meaning of words

teaches word sums and word matrices as tools for examining word structure and constructing and deconstructing words morphologically

contains a series of ready-to-use lessons, helping teachers and students act as word detectives who problem-solve the links between structure and meaning

targets vocabulary, reading, and spelling skills!

By: Peter Bowers

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teaching how the written word works [wvc216] books and workbooks grammar and writing workshops | trainings classroom sets games gift certificates multisensory learning beginning reading morphology and vocabulary free downloads multisensory bundles high-frequency words multisensory instruction kit books and workbooks grammar and writing workshops | trainings classroom sets games gift certificates proceeds to charity multisensory learning beginning reading morphology and vocabulary free downloads o-g multisensory bundles sight words multisensory instruction kit ecommerce

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Kendore Learning Store Teaching How the Written Word Works [WVC216] - This reference manual includes several useful features: takes teachers through how English spelling uses morphology to represent the meaning of words teaches word sums and word matrices as tools for examining word structure and constructing and deconstructing words morphologically contains a series of ready-to-use lessons, helping teachers and students act as word detectives

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From the Dyslexic Association
Article

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Morphological Awareness: One Piece of the Literacy Pie - International Dyslexia Association

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Missing Foundations for Teacher Training

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Missing Foundations for Teacher Training