Words Their Way: Letter Name- Alphabetic Sorts for Spanish-speaking English Learners - Brossura

What does the field have to say?

This text is an addition to a well-known and highly successful series.  The research base is well documented and the teaching strategies are classroom proven.  It doesn’t get any better than that.

Patricia Kelly, Virginia Tech

I was very excited when I saw the title of the book, and even more interested as I looked through it.  I think this is a valuable addition.

Marsha Riddle Buly

WesternWashingtonUniversity

Lori Helman

Loriis associate professor in literacy education in the Department of Curriculum and Instruction at the University of Minnesota. Her research and writing have focused extensively on the reading and spelling development of students learning English as a new language, including other Words Their Way ® instructional materials for English learners. She has also edited a text for teachers, Literacy Development with English Learners.

Donald R. Bear

Donald is director of the E. L. Cord Foundation Center for Learning and Literacy where he and preservice, Master&;s and doctoral students teach and assess children who struggle to learn to read and write. Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. Donald has been a classroom teacher and he researches and writes about literacy development and instruction. He is an author of numerous articles, book chapters, and books, including Words Their Way ®, Words Their Way ® with English Learners, and Vocabulary Their Way.

Marcia Invernizzi

Marcia Invernizzi is Director of the McGuffey Reading Center at the University of Virginia exploring developmental universals in non-English orthographies.  A former English and reading teacher, Marcia works with children experiencing difficulties learning to read and write in intervention programs such as Virginia&;s Early Intervention Reading Initiative and Book Buddies.

Shane Templeton

Shane Templetonis Foundation Professor of Literacy Studies at the University of Nevada, Reno.  A former classroom teacher at the primary and secondary levels, he researches the development of orthographic and vocabulary knowledge

Francine Johnston

Francine Johnston is Associate Professor in the School of Education at the University of North Carolina at Greensboro, where she teaches reading, language arts, and children&;s literature.  A former first-grade teacher and reading specialist.