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EXPLORING PHONICS, SPELLING AND MORPHOLOGY

SELECTED READINGS

 

Adoniou, M. (2015). Why some kids can’t spell and why spelling tests won’t help. Retrieved on 12 May 2015 from http://splash.abc.net.au/newsandarticles/blog/-/b/1803080/why-some-kids-can-t-spell-and-why-spelling-tests-won-t-help.

Bear, S., Invernizzi, M., Templeton, S., & Johnston, F. (2014). Words their way: word study for phonics, vocabulary, and spelling instruction (5th edition). Essex: Pearson.

Beck, I. & Beck, M. (2013). Making sense of phonics.: the hows and whys. New York: Guilford Press.

Blackwell-Bullock, R., Invernizzi, M., Drake, E. A., & Howell, J. L. (2009). Concept of Word in text: an integral literacy skill. Reading In Virginia, 31, 30–35.

Carlisle, J. F., McBride-Chang, C., Nagy, W., & Nunes, T. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464–487. doi:10.1598/RRQ.45.4.5

Cunningham, P.M., & Cunningham, J.W. (1992). Making Words: Enhancing the invented spelling-decoding connection. Reading Teacher, 46, 106-115.

Dow, R. S. & Bear, G. T. (2013). Self-paced phonics: a text for educators (5th edition). Boston: Pearson.

Ehri, L.C. (2005). Development of sight word reading: Phases and findings. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 135-154). Oxford, UK: Blackwell.

Eide, D. (2012a). The Logic of English Training Manual. Minneapolis: Pedia Learning Incorporated.

Eide, D. (2012b). Uncovering The Logic of English: A Common-Sense Approach to Reading, Spelling and Literacy. Minneapolis: Pedia Learning Incorporated.

Flanigan, K. (2007). A concept of word in text: A pivotal event in early reading acquisition. Journal of Literacy Research, 39(1), 37–70. doi:10.1080/10862960709336757

Flanigan, K., Hayes, L., Templeton, S., Bear, D. R., Invernizzi, M., & Johnston, F. (2011). Words their way with struggling readers: word study for reading, vocabulary, and spelling instruction, grades 4 - 12. Boston: Pearsons.

Gaskins, I. W., Ehri, L. C., Cress, C., O’Hara, C., & Donnelly, K. (1996). Procedures for word learning: Making discoveries about words. The Reading Teacher, 50(4). p. 312-327

Gaskins, I. W., Ehri, L. C., Cress, C., O’Hara, C. & Donnelly, K. (1997). Analyzing words and making discoveries about the alphabetic system: Activities for beginning readers. Language Arts, 74(3). p. 172-184.

Hiebert, E. H. (1994). Invented spelling. In A. Purves et al. (Eds.), Encyclopedia of English Studies Language Arts (pp. 666-668). New York: NCTE & Scholastic, Inc.

Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134–144. doi:10.1598/RT.61.2.3

Kieffer, M. J., & Lesaux, N. K. (2011). Morphing into adolescents: active word learning for English-Language Learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54(1), 47–56. doi:10.1598/JA

McIntyre, E., Hulan, N., & Layne, V. (2011). Word Study: Phonemic Awareness and Phonics (pp. 76-96). In Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.

Moats, L.C. (2006). How spelling supports reading: And why it is more regular and predictable than you may think. American Educator, Winter, 12-24.

Morris, R. D., Lovett, M. W., Wolf, M., Sevcik, R. a, Steinbach, K. a, Frijters, J. C., & Shapiro, M. B. (2010). Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race as Factors in Remedial Outcome. Journal of Learning Disabilities, 1–29. doi:10.1177/0022219409355472

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

New South Wales Department of Education and Training (2009). Literacy teaching guide: Phonics. Sydney: NSW DET.

Oakley, G. & Fellowes, J. (2016). A closer look at spelling in the primary classroom. Newtown, NSW: PETAA.

Ouellette, G., Senechal, M., & Halley, A. (2013). Guiding children’s invented spellings: a gateway in literacy learning. In The Journal of Experimental Education, 81(2), 261-270.

Palmner, J. L. & Invernizzi, M. (2015). No more phonics and spelling worksheets. Portsmouth, NH: Heinemann.

Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184–202. doi:10.1598/RRQ.40.2.3

Pinnell, G. S., & Fountas, I. C. (1998). Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth: Heinemann.

Ravinski, T. (1999). Making and writing words using letter patterns. Reading Online, retrieved on 14 August 2015 from http://www.readingonline.org/articles/rasinski/mww_lp.html

Scott-Dunne, D. (2013). When spelling matters: developing writers who can spell and understand language. Ontario: Pembroke Publishing.

Shanahan, T. (2015). Should We Teach Spelling? Parts 1 & 2 Retrieved on 10 May 2015 from http://www.shanahanonliteracy.com/2015/04/should-we-teach-spelling.html & http://www.shanahanonliteracy.com/2015/05/should-we-teach-spelling-ii.html

Sharp, A. C., Sinatra, G. M., & Reynolds, R. E. (2008). The development of children’s orthographic knowledge: A micro genetic perspective. Reading Research Quarterly, 43(3), 206-226.

Stahl, K. A. D. (2011). Applying new visions of reading development in today’s classroom. The Reading Teacher, 65(1), 52–56. Retrieved from http://steinhardt.nyu.edu/scmsAdmin/uploads/006/717/new visions.pdf

Wolf, M. (2008). Proust and the squid: the story and science of the reading brain. Cambridge: Icon Books.

Wolf, M., Barzillai, M., Gottwald, S., Miller, L., Spencer, K., Norton, E., … Morris, R. (2009). The RAVE-O Intervention: Connecting Neuroscience to the Classroom. Mind, Brain, and Education, 3(2), 84–93. doi:10.1111/j.1751-228X.2009.01058.x

Wolf, M., Gottwald, S., & Orkin, M. (2009). Serious word play: how multiple linguistic emphases in RAVE-O instruction improve multiple reading skills. Perspectives on Language and Literacy, 21 – 24.

Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, Automaticity, Vocabulary Elaboration, Orthography (RAVE-O): A Comprehensive, Fluency-Based Reading Intervention Program. Journal of Learning Disabilities, 33(4), 375–386. doi:10.1177/002221940003300408