Children's reading and spelling : beyond the first steps

An account of how a child's reading and spelling develop which goes beyond the early years Shows that there are radical changes in the way children read and spell as they get older Describes a new theory about the learning that goes on in the later stages of reading and spelling Makes clear the educational implications of this theory The authors' research has previously contributed to the 'literacy hour' - a government initiative to improve the teaching of literacy skills in UK schools

Author Notes

Professor Terezinha Nunes is Professor of Educational Studies in the Department of Education, Child Development and Learning, University of Oxford.
Professor Peter Bryant is a Senior Research Fellow at the Department of Education University of Oxford and a Visiting Professor at Oxford Brookes University.

List of Figures	p. vi
List of Tables	p. ix
Series Editor's Preface	p. xi
Preface and Acknowledgements	p. xiii
1 Learning to Spell: What is the Problem?	p. 1
2 From Letter-Sound to Grapheme-Phoneme Relationships: The Case of Consonant Digraphs	p. 13
3 Spelling Vowels: Digraphs and Split Digraphs	p. 38
4 How Children Learn and Can Be Taught about Conditional Rules	p. 60
5 Morphemes and Spelling	p. 107
6 The Importance of Morphemes	p. 162
7 Teaching Children about Morphemes	p. 216
8 A Framework for Understanding How Children Learn to Read and Spell English Words	p. 243
References	p. 268
Author Index	p. 286
Subject Index	p. 292

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Summary

Summary

Author Notes

Table of Contents