Excel English: Spelling, Vocabulary, Grammar Punctuation Yea rs 1-2 will teach your child the essential English skills. Basic s pelling, grammar, and punctuation rules are practised through acitivitie s which present them in context. Attractive pictures and interesting exe rcises help children increase their vocabulary and gain confidence in re ading and writing. In this book your child will find: an introduction to simple spelling rules, grammatical terms and punctu ation over 60 units on basic language skills and rules a wide variety of interesting exercises a lift-out answer sect ion
Good spelling is fundamental to making the right impression with any type of writing; reports, homework, CVs, and letters all require correct spelling in order to get the message across in clear and straightforward English. Adaptable or adaptible? Definite or definate? Delirious or delireous? What is the difference between assent and ascent, dual and duel, or forbear and forebear? How do you make the plural of halo? Is it halos or haloes? Actually it's both, but not so for potato, theplural of which is potatoes. Knowing the difference between easily confusable words, making plurals, and adding endings are just some of the aspects of spelling that confront us with endless pitfalls. This easy-to-use A-Z guide does what no spellchecker can do: it gives immediate access not only to individual word spellings but also to general rules that will help you develop good spelling. The book covers the topics in simple and helpful terms and also offers advice on how to use apostrophes and hyphens, and the differences between British and American spelling. The core of the book is a list of over 2,000 words laid out for quick and easy reference. Based on evidence of misspelling gathered from real situations, this guide is the most useful and comprehensive help on spelling available. This new edition makes the benefits of the material more explicit to the general reader: better organization of the supplementary features, simplified and more transparent design, additionaland updated content, and more clearly written rules. One of a mini-series of titles on spelling, grammar and punctuation, and usage.
In this study of the English language as it is spelled in America, D. W. Cummings demonstrates that behind the apparent disorder of spelling in American English lies a self-regulating and self-reorganizing system that is responsive to four kinds of imperative: phonetic, semantic, etymological, and systemic. Cummings offers a systematic theory of orthography and applies this theory to the American English vocabulary with numerous examples. Cummings also describes the explication of written words into their elements, particles, and processes, and he sets out the tactical and procedural rules that control the distribution and sequencing of vowels and consonants. In the largest section of the book, he provides an exhaustive description of the major and minor correspondences between the sounds of American English words and their spellings. An essential reference work, American English Spelling moves beyond questions of how words are spelled to an understanding of why they are spelled as they are.
"A comprehensive overview of why spelling can be challenging to learn, how people with spelling difficulties differ from those who spell well, and what can be done to instruct students who do not spell naturally."--Page 4 of cover.
Designed for teachers wanting to know what to do to help pupils with spelling difficulties, this book combines practical advice with theory, research and accounts of the author's own experience. The author looks at how spelling skills develop in both young children and older pupils.
Features a full year's worth of ready-to-use spelling lessons, worksheets, quizzes, and review tests Helps students master spelling through varied reinforcement activities. Engages students with lively, easy-to-use resources.
are the findings that Wade-Woolley and Siegel obtained when they studied children for whom English was a second language. Although the second language speakers performed more poorly than the native speakers on tests of syntactic knowledge, phoneme deletion, and pseudoword repetition, the second language speakers were not worse than the native speakers in spelling. These results suggest that, even if children have not fully mastered the sound system of their second language, they need not be disadvantaged in spelling it. The findings appear to pose a challenge to views of reading and spelling that place primary emphasis on phonology. The Muter and Snowling study, together with the Nunes, Bryant and Bindman study, broadens the focus by examining aspects of spelling beyond phonology. Muter and Snow ling, in their longitudinal study of British school children, examined the degree to which various linguistic skills measured between the ages of 4 and 6 predicted spelling ability at age 9. The results support the idea that phonological skill plays an important role in spelling development, and further suggest that awareness of phonemes is more strongly related to spelling ability than awareness of rimes. In addition, grammatical awareness appears to predict spelling skill. Children who are able to reflect on meaning relationships among words may be in a position to understand how this information is represented in English spelling.
Spelling is an area of learning that often provokes vigorous debate amongst educators and parents. This book provides a comprehensive overview of current issues, perspectives and methods in a clear, easy- to-read style. The author provides research-validated strategies that are based on an understanding of the learning process. [Back cover, ed].