Phonemic Awareness and Phonics Knowledge to Practice, Paperback/Nancy Chapel Eberhardt - Independently Published

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Description The Literacy How Professional Learning Series translates the latest reading research into how-to instructional practices.
Everyone interested in understanding and guiding the reading development of children should be excited that Gillis and Eberhardt are now making the deep Knowledge and exemplary practices of Literacy How available to us all in this book series." Bob Cunningham, Advisor on Learning and Attention Issues to Understood.org and Noted Education Leader.
This Knowledge to Practice approach is missing in a lot of resources out there for teachers.
The activities they present are really solid and would be easy for teachers to do.
This is the kind of Knowledge and accompanying practices that make such a difference in teachers\' ability to move the needle for struggling readers.
Relevant references for informal assessments and resources add to the book\'s appeal." Sheryl Ferlito, Ed.
S., co-author of Sortegories, contributing writer of Language and Language Live, Special Education teacher/learning consultant "Gillis and Eberhardt have condensed so much information into a manageable sized text.
This addition to Literacy How Professional Learning Series will provide awesome professional development for teachers, administrators and Paraprofessionals.
This brilliant addition is often missed by many authors of this subject area.
To be sure that teachers are not teaching skills in isolation without opportunities for transfer to text, Text Analysis examples are presented in the same order as the activities.
User-friendly activities are organized by domains and sequenced by stages of reading development.
The book\'s gem is found in the robust Activities for Instruction and Informal Assessment section.
Para professionals, novice and veteran teachers will benefit from the Relevant Research and Knowledge for Effective Instruction sections.
Phonemic Awareness and Phonics: Knowledge to Practice is for any educator who\'s wondered: - What is the difference between phonological awareness, Phonemic awareness, and phonics? - What are phonemes and how are they organized and produced? - What are the st/ages of phonological Awareness development? - What activities support the development of phonological and Phonemic awareness? - What can problems with Phonemic Awareness indicate? - What is the ultimate goal of Phonics instruction? - How should letter names be taught? - What is the connection between Phonemic Awareness and phonics? - What are graphoPhonemic connections and why are they important? - What are syllable types and why should I teach them? - Why is "invented spelling" important and when is it relevant? - What is the role of code-emphasis (aka decodable) text in learning to read? "Authors Eberhardt and Gillis set the Phonemic Awareness stage providing two brief, but necessary, sections to build and confirm prior Knowledge in this foundational component of beginning reading.
Organized for the busy educator who may be trying to find specific information, as well as for the professional seeking deeper understanding of literacy instruction and learning, the Series emphasizes Pre-K-3 conceptual and skill development.
Based on the current and comprehensive Literacy How reading model, the Series draws upon the authors\' decades of expertise and experience working with thousands of general and special education teachers.
Description The Literacy How Professional Learning Series translates the latest reading research into how-to instructional practices