Words Their Way with English Learners (2/e)

  • Title:Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling (2/e)
  • Author:Lori Helman, Donald Bear, Shane Templeton, Marcia Invernizzi, Francine Johnston
  • Publication Date:June 2011
  • Grade Level:K-12
  • ISBN:9780136119029
  • Publisher:Pearson

Word study can be a powerful instructional method for teachers and their English learning students. With this book you can evaluate students’ language needs. Empower your students to grasp this new language at the word level, building skills to understand how English differs from their primary language, and providing them with the skills to predict word meaning through spelling. Words Their Way with English Learners (2/e) will help you build vocabulary, spelling, and word recognition skills in your English learners, giving them the foundation to master their new language.

One reality of today’s classrooms is the limited help available to teachers trying to support English learners’ literacy skills. The educators and researchers who developed Words Their Way understand this challenge. Their original text, a phenomenon in word study, provides the proven framework and application to allow students to develop literacy skills. And now they apply this approach to teaching English learners.

Based on the same solid research, Words Their Way with English Learners (2/e) helps you determine what your students bring with them from their home languages, where their instruction in English orthography should begin, and how best to move these students through their development. The Second Edition includes the PD Toolkit for Words Their Way which provides word study teaching scenarios to allow teachers to see how to engage in word study with English Learners.


Author Bio

Donald Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where he and preservice, Master’s and doctoral students teach and assess children who struggle to learn to read and write. Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. Donald has been a classroom teacher. He researches and writes about literacy development and instruction.

Marcia Invernizzi is a professor of reading education at the Curry School of Education at the University of Virginia. Marcia is also the director of the McGuffey Reading Center, where she teaches the clinical practica in reading diagnosis and remedial reading. Formerly English and reading teacher, she works with Book Buddies, Virginia's Early Intervention Reading Initiative (EIRI), and Phonological Awareness Literacy Screening (PALS).

Shane Templeton is Foundation Professor of Curriculum and Instruction at the University of Nevada, Reno, where he is Program Coordinator for Literacy Studies. A former elementary and secondary teacher, his research focuses on the development of orthographic 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 reading specialist who learned about word study during her graduate work at the University of Virginia. She is now an associate professor in the School of Education at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Francine frequently works with regional school systems as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement.

Lori Helman is associate professor in literacy education in the Department of Curriculum and Instruction at the University of Minnesota. Her research and writing have focused extensively on the reading and spelling development of students learning English as a new language, including other Words Their Way instructional materials for English learners.

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