Word Study for Phonics, Vocabulary, and Spelling Instruction, Global Edition

Hands-on, developmentally-driven approach to word study Request a digital sample - for educators

This edition illustrates how to integrate and teach phonics, vocabulary and spelling skills to all students.

• This is the core teaching resource for this systematic, evidence-based developmentally-driven approach to word study, suitable for students from Foundation to junior secondary.
• A practical and engaging way for teachers to study word features, sound, pattern and meaning
• Spelling inventories enable teachers to assess and then track student progress. Word sorts and word study games foster critical thinking by involving students through analysis, reflection and discussion.
• Accompanying this text is the PDToolkit, an online resource that contains videos, digital sorts and printable games.

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About the series Word Study is a teacher-directed, student-centred approach to vocabulary growth and spelling development where students from Foundation to junior secondary engage in a variety of sound, pattern and meaning activities, sorting pictures and words. Word Study enables teachers to assess, clearly identify and document each student's spelling stage, group students with common needs and tailor activities to improve students' spelling knowledge. All resources have been adapted for Australian classrooms with British English spelling and Australian pronunciation.

Donald R. Bear is Professor Emeritus in Literacy Studies at Iowa State University and University of Nevada, Reno where he directed reading centres and taught at all levels. He is a former classroom teacher and an author and co-author of numerous articles, chapters and 17 books. He is involved in innovative professional development activities, and his work in assessment and word study is used widely. Donald is involved in studies that examine literacy learning, particularly studies of orthographic development in different and second languages. He has received several awards for teaching and service and was recently a board member of the International Literacy Association.

Marcia Invernizzi is the Henderson Professor Emerita of Reading Education at the University of Virginia. She is the primary author of Virginia's statewide literacy assessment program, PALS (Phonological Awareness Literacy Screening). As a founder of Book Buddies, a nationally recognised reading tutorial for struggling readers. Marcia's research interests continue to revolve around evidence-based practices for the prevention of reading and writing difficulties. Marcia has authored and co-authored numerous books and articles about the role of developmental word knowledge in reading achievement and reading disabilities. The University of Virginia named Dr. Invernizzi the Edlich-Henderson Innovator of the Year in recognition of her work to improve children's literacy and she has received many other awards for her teaching and service.

Shane Templeton is Foundation Professor Emeritus of Literacy Studies in the College of Education at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, his research focuses on the development of orthographic and vocabulary 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.

Francine Johnston is a former first grade teacher and school reading specialist who earned her doctorate at the University of Virginia. She is retired from the School of Education at the University of North Carolina at Greensboro, where she coordinated the reading master's program and directed a reading clinic for struggling readers.

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