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Speech to Print Workbook: Language Exercises for Teachers
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About Speech To Print Workbook: Language Exercises For
Product Description The ideal companion to the third edition of the bestselling Speech to Print textbook, this revised workbook helps teachers deepen their understanding of spoken and written English, practice and strengthen their skills and knowledge, and prepare to deliver high-quality reading instruction. author Louisa Moats has partnered with Bruce Rosow—an experienced special educator and teacher of teachers—to develop an updated and engaging new edition of the workbook that gets today’s teachers ready for success in the classroom. As in the previous editions, the exercises in the new workbook cover all the areas addressed in the textbook, including phonetics and phonology, orthography, morphology, syntax, and semantics. Users will find dozens of new exercises, updates and revisions throughout, and student-friendly features such as chapter quizzes, answer keys, and tips on teaching language concepts to their own students. Perfect for preservice teacher education courses or for in-service professional development, this workbook will help ensure that educators grasp the complex concepts in Speech to Print—and successfully teach children the critical literacy skills they’ll need for the rest of their lives. WHAT’S NEW More than 30 brand-new exercises not found in the Speech to Print textbook Revised and updated exercises throughout Extensive new content and exercises addressing syntax and semantics New chapter quizzes reinforcing teachers’ knowledge of language building blocks, including phonology, orthography, morphology, syntax, and semantics Exercises that provide models and tips for teaching selected concepts to students A new final course exam Review "Includes all a teacher needs to know about the English language in order to teach reading and writing . . . a must-read for all teachers." -- Marcia K. Henry About the Author Louisa Cook Moats, Ed.D., has published many book chapters, journal articles, and policy papers on reading instruction. Formerly Project Director at the District of Columbia Public Schools site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, Dr. Moats is now an independent consultant and writer who specializes in the professional development of teachers of reading and writing. Dr. Moats spent the 1996-1997 school year as a visiting scholar at the Sacramento County Office of Education, where she authored and presented leadership training materials on early reading for the California State Board of Education. These materials are now required content in all of the professional development programs conducted under Assembly Bill 1086 in California. Dr. Moats received her Bachelor of Arts degree from Wellesley College, her Master of Arts degree from Peabody College of Vanderbilt University, and her doctorate of education in reading and human development from the Harvard Graduate School of Education. She worked as a teacher, neuropsychology technician, and specialist in learning disorders prior to her doctoral training. She was a licensed psychologist in private practice for 15 years in Vermont and a graduate instructor both at Harvard and at St. Michael's College in Winooski, Vermont, where she developed innovative courses for teachers linking the disciplines of linguistics and reading education. Specializing in reading development, reading disorders, spelling, and written language, she has written and lectured widely throughout the United States and abroad. She has taught courses in teacher education at the Greenwood Institute in Putney, Vermont, and at Simmons College in Boston. Her publications include this text's companion workbook, Speech to Print Workbook: Language Exercises for Teachers (Paul H. Brookes Publishing Co., 2003); journal articles; book chapters; a classroom basal spelling program; a book titled Spelling: Development, Disability, and Instruction (York Press, 1995); and a book for parents,
