Designed as a text or supplement for reading methods course. With more than 15 years of extensive observations and experiences in real classrooms, the authors bring keen insight to this activity-based text. They advocate basing student learning on the appropriate developmental level. This philosophy is supported with more than 250 ready-to-use word study, spelling, vocabulary, and phonics activities presented in developmental sequence, from the Emergent through the Derivational Relation stage.
Donald is director of the E. L. Cord Foundation Center for Learning and Literacy and professor in the College of Education, and with preservice, Master's and doctoral students, teaches and assesses children who struggle to learn to read and write. Donald has been involved in innovative professional development grants, and has developed assessments used in school districts throughout the country. Donald is involved in numerous studies that examine literacy development including studies of the orthographic development in different and second languages.
