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This book will tell all you need to know about British English spelling. It's a reference work intended for anyone interested in the English language, especially those who teach it, whatever the age or mother tongue of their students. It will be particularly useful to those wishing to produce well-designed materials for teaching initial literacy via phonics, for teaching English as a foreign or second language, and for teacher training. English spelling is notoriously complicated and difficult to learn; it is correctly described as much less regular and predictable than any other alphabetic orthography. However, there is more regularity in the English spelling system than is generally appreciated. This book provides, for the first time, a thorough account of the whole complex system. It does so by describing how phonemes relate to graphemes and vice versa. It enables searches for particular words, so that one can easily find, not the meanings or pronunciations of words, but the other words with which those with unusual phoneme-grapheme/grapheme-phoneme correspondences keep company. Other unique features of this book include teacher-friendly lists of correspondences and various regularities not described by previous authorities, for example the strong tendency for the letter-name vowel phonemes (the names of the letters ) to be spelt with those single letters in non-final syllables.
This is an essential guide to teaching primary English, with a focus on systematic synthetic phonics. The new edition has been fully revised and updated to reflect the structure, content and requirements of the national curriculum, and to include the latest policy context. Throughout, the range of underpinning literature has been expanded and there are completely new chapters on evidence based teaching in relation to phonics, reading for pleasure, and teaching English through texts. All the existing features have been retained, and each chapter now also includes: a section on integrating ICT extension questions to challenge M level readers sections on evidence-based practice to encourage critical reflection and debate
Reading & Writing.
This volume is designed to prevent and correct most word-level reading difficulties. It trains phonemic awareness and promotes sight vocabulary acquisition, and therefore reading fluency.
Can you demonstrate a clear understanding of systematic synthetic phonics? If you are training to be a primary school teacher you need to have, and to demonstrate, a clear understanding of systematic synthetic phonics to meet the Teachers′ Standards. This companion text to the popular Teaching Systematic Synthetic Phonics in Primary Schools enables you to audit your knowledge, making you more aware of the subject and the areas in which you need to know more. In all chapters, self audits are accompanied by guidance on next steps for developing your knowledge. All chapters feature sections that link your learning to the classroom, showing you how to use your knowledge to teach phonics. Designed to help build your confidence and develop your knowledge of phonics, this text supports your development as an effective teacher of reading. This is a companion text to: Teaching Systematic Synthetic Phonics in Primary Schools Joliffe, Waugh and Carss David Waugh is Director on Primary PGCE at Durham University where he is also the subject leader for English. He has published extensively in Primary English. David is a former deputy head teacher, was Head of the Education department at University of Hull, and was Regional Adviser for ITT for the National Strategies from 2008 to 2010. Ruth Harrison-Palmer is a former acting head teacher. She has worked for the National Strategies and Cumbria Local Authority as a literacy consultant. Currently Ruth has a senior role in ITE at the University of Cumbria.
This study on the psycholinguistics of spelling supplies the theoretical framework necessary to understand how children's ability to write is related to their ability to speak a language. The importance of learning to spell is highlighted, and the findings presented outline the implications for how spelling should best be taught.
The government prioritizes systematic synthetic phonics as a key strategy in the teaching of reading. This core text is your guide to teaching systematic synthetic phonics in primary schools. The book′s balance of research and practice and its focused approach enables you to develop an in-depth understanding of what works in phonics teaching, and why. It begins with the subject knowledge that underpins effective teaching and goes on to explore pedagogy from the early years to Key Stage 2. It includes guidance on systematic progression, intervention and multi-sensory and interactive methods. This 4th edition includes a new section ′Challenges in learning and teaching phonics′ supporting you to meet the individual needs of children.
Dyslexia research has been proceeding by quantum leaps. Great advances have been made in the past few years, and while many unanswered questions remain, we nonetheless do know a great deal about the causes and nature of the condition, and how teachers should treat it. This book, by two of Europe's leading experts, gathers together a vast amount of recent international research on the causes and remediation of dyslexia, and presents a cognitive model of the normal reading process and a process-analytic diagnostic model. Much of this material appears in English for the first time.
A conversation between two people can only take place if the words intended by each speaker are successfully recognized. Spoken word recognition is at the heart of language comprehension. This automatic and smooth process remains a challenge for models of spoken word recognition. Both the process of mapping the speech signal onto stored representations for words, and the format of the representation themselves are subject to debate. So far, existing research on the nature of spoken word representations has focused mainly on native speakers. The picture becomes even more complex when looking at spoken word recognition in a second language. Given that most of the world’s speakers know and use more than one language, it is crucial to reach a more precise understanding of how bilingual and multilingual individuals encode spoken words in the mental lexicon, and why spoken word recognition is more difficult in a second language than in the native language. Current models of native spoken word recognition operate under two assumptions: (i) that listeners’ perception of the incoming speech signal is optimal; and (ii) that listeners’ lexical representations are accurate. As a result, lexical representations are easily activated, and intended words are successfully recognized. However, these assumptions are compromised when applied to a later-learned second language. For a variety of reasons (e.g., phonetic/phonological, orthographic), second language users may not perceive the speech signal optimally, and they may still be refining the motor routines needed for articulation. Accordingly, their lexical representations may differ from those of native speakers, which may in turn inhibit their selection of the intended word forms. Second language users also have to solve a larger selection challenge—having words in more than one language to choose from. Thus, for second language users, the links between perception, lexical representations, orthography, and production are all but clear. Even for simultaneous bilinguals, important questions remain about the specificity and interdependence of their lexical representations and the factors influencing cross-language word activation. This Frontiers Research Topic seeks to further our understanding of the factors that determine how multilinguals recognize and encode spoken words in the mental lexicon, with a focus on the mapping between the input and lexical representations, and on the quality of lexical representations.
A comprehensive introduction to the emerging fields of neurolinguistics and linguistic aphasiology stresses concepts from the contributing disciplines of neurology, linguistics, psychology and speech.