Improving Literacy by Teaching Morphemes

Improving Literacy by Teaching Morphemes

by Terezinha Nunes, Peter Bryant

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Overview

With reports from several studies showing the benefits of teaching young children about morphemes, this book is essential reading for anyone concerned with helping children to read and write.

By breaking words down into chunks of meaning that can be analyzed as complete units rather than as strings of individual letters, children are better able to make sense of the often contradictory spelling and reading rules of English. As a result, their enjoyment of learning about words increases, and their literacy skills improve. Written by leading researchers for trainee teachers, practising teachers and interested parents, this highly accessible and innovative book provides sound, evidence-based advice and materials that can be used to help teach children about morphemes, and highlights the beneficial effects of this approach.

Product Details

ISBN-13: 9780415383134
Publisher: Taylor & Francis
Publication date: 08/01/2006
Series: Improving Learning Series
Pages: 224
Product dimensions: 5.50(w) x 8.50(h) x 0.60(d)

About the Author

Terezinha Nunes is Professor of Educational Studies at the University of Oxford and Fellow of Harris-Manchester College, Oxford.

Peter Bryant is Visiting Professor of Psychology at Oxford Brookes University, UK and Emeritus Fellow of Wolfson College, Oxford.

Table of Contents

Part 1: What is the Issue? 1. Morphemes and Literacy: A Starting Point 2. What Knowledge of Morphemes Do Children and Adults Show in the Way That They Spell Words Part 2: What Does the Research Tell Us? 3. From the Laboratory to the Classroom 4. An Interview Program for Teaching Children about Morphemes in the Classroom: Effects on Spelling 5. An Intervention Program for Classroom Teaching About Morphemes: Effects on the Children’s Vocabulary 6. Can We Increase Teacher’s Awareness of Morphology and Have an Impact on Their Pupils’ Spelling? Part 3: What are the Overall Implications? 7. Morphemes and Literacy: Context and Conclusions

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