Effective instruction in reading and spelling
By Kevin Wheldall, Robyn Wheldall and Jennifer Buckingham (editors)
Published by MRU Press
Softcover
This textbook is an accessible, up-to-date guide to evidence-informed practices in teaching reading and spelling, grounded firmly in the Science of Reading and its application in classrooms. This is a practical reference book for any teacher of reading.
If you’re ordering on behalf of a school and would like to be invoiced, you may wish to purchase the book through your multilit.com account here.
The ebook version of this textbook is available through Vital Source.
Published by MRU Press
Softcover
This textbook is an accessible, up-to-date guide to evidence-informed practices in teaching reading and spelling, grounded firmly in the Science of Reading and its application in classrooms. This is a practical reference book for any teacher of reading.
If you’re ordering on behalf of a school and would like to be invoiced, you may wish to purchase the book through your multilit.com account here.
The ebook version of this textbook is available through Vital Source.
$95.00
More information
The book covers theories of reading, the scientific evidence base on how children learn to read, the Five Big Ideas of reading, reading-related skills, intervention and assessment.
Chapters have been written by respected Australian and international experts. Each chapter also includes links to supporting multimedia resources.
Chapters include:
- Introduction to the science of reading – Kevin Wheldall, Robyn Wheldall, Jennifer Buckingham and Nicola Bell
- The alphabetic principle – Kathleen Rastle
- Evidence-based models of reading – Kevin Wheldall and Nicola Bell
- Effective instruction and intervention – Kevin Wheldall, Robyn Wheldall and Mark Carter
- Oral language – Tanya Serry and Pamela Snow
- Phonemic awareness – Roslyn Neilson
- Phonics and word reading – Jennifer Buckingham and Robyn Wheldall
- Spelling – Alison Madelaine
- Reading fluency – Jennifer Buckingham
- Vocabulary – Anna Notley and Nicola Bell
- Reading comprehension – Jane Oakhill, Kate Cain, Carsten Elbro and Jennifer Buckingham
- Assessment and progress monitoring – Nicola Bell, Kevin Wheldall and Jennifer Buckingham
- In the classroom: Planning for teaching and assessment – Meree Reynolds, Alison Madelaine, Jennifer Buckingham, Nicola Bell, Robyn Wheldall, Anna Notley and Kevin Wheldall
Kevin Wheldall, Robyn Wheldall, Frank Merrett
