Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction with Words Their Way Digital and Enhanced Pearson Etext -- [With Access C (Paperback)
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A hands-on, developmentally-driven approach to word study that illustrates how to integrate and teach phonics, vocabulary, and spelling skills to all students.
Words Their Way is a developmental approach to phonics, vocabulary, and spelling instruction. Guided by an informed interpretation of spelling errors and other literacy behaviors, Words Their Way offers a systematic, teacher-directed, child-centered plan for the study of words from kindergarten to high school. The keys to this research-based approach are knowing your students' literacy progress, organizing for instruction, and implementing word study. The 7th Edition features a new chapter (9) on organizing word study in the classroom, as well as new activities, progress monitoring materials, and sample lesson plans. With its newly designed website that includes automatically scored spelling assessments and over 130 interactive sorts, Words Their Way, provides a complete word study curriculum that will motivate and engage your students while helping them to succeed in literacy learning. Improve mastery and retention with the Enhanced Pearson eText*
The Enhanced Pearson eText is:
- Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience.
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- Affordable. Experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book.
Package consists of:
- 0135204917 / 9780135204917 Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction, 7e
- 0135205271 / 9780135205273 Words Their Way Digital -- Teacher Access Card
- 0135205328 / 9780135205327 Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction, Pearson eText -- Access Card
About the Author
Donald R. Bear is Professor Emeritus in Literacy Studies at Iowa State University and University of Nevada, Reno where he directed reading centers and taught at all levels. He is a former classroom teacher, and an author and co-author of numerous articles, chapters, and 17 books, including Words Their Way. He is involved in innovative professional development activities, and his work in assessment and word study is used widely. Donald is involved in studies that examine literacy learning, particularly studies of orthographic development in different and second languages. He has received several awards for teaching and service and was recently a board member of the International Literacy Association. Marcia Invernizzi is the Henderson Professor Emerita of Reading Education at the University of Virginia. She is the primary author of Virginia's statewide literacy assessment program, PALS (Phonological Awareness Literacy Screening). As a founder of Book Buddies, a nationally recognized reading tutorial for struggling readers. Marcia's research interests continue to revolve around evidence-based practices for the prevention of reading and writing difficulties. Marcia has authored and co-authored numerous books and articles about the role of developmental word knowledge in reading achievement and reading disabilities. The University of Virginia named Dr. Invernizzi the Edlich-Henderson Innovator of the Year in recognition of her work to improve children's literacy and she has received many other awards for her teaching and service. Shane Templeton is Foundation Professor Emeritus of Literacy Studies in the College of Education at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, his research focuses on the development of orthographic and vocabulary 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 school reading specialist who earned her doctorate at the University of Virginia. She is retired from the School of Education at the University of North Carolina at Greensboro, where she coordinated the reading master's program and directed a reading clinic for struggling readers.