Word Identification Strategies ─ Building Phonics into a Classroom Reading Program

Fox (North Carolina State U.) describes how pre-service and in-service teachers, reading specialists, literacy coaches, and special educators can plan and implement word identification instruction in elementary classroom reading programs. She uses a theory-based, developmental approach to teaching identification and details the stages of word learning and spelling, best teaching practices, and classroom activities, as well as meeting the needs of English language learners and children at risk (with new sections for both in all chapters). This edition also has new e-resources, a grade-specific timeline, a reorganized section on assessment tools, and additional tables. Annotation c2011 Book News, Inc., Portland, OR (booknews.com)

Barbara J. Fox is a Professor of Reading at North Carolina State University. Her experience with young readers comes from teaching in the elementary school and in her university teaching, which combines her talent for helping improve children’s reading ability and educating reading professionals. In her spare time she is an avid reader and enjoys her family and three dogs.