Review of Nunes, T., and Bryant, P. (2006). Improving literacy by teaching morphemes. London: Routledge

Review of Nunes, T., and Bryant, P. (2006). Improving literacy by teaching morphemes. London:... Read Writ (2010) 23:257–262 DOI 10.1007/s11145-008-9151-9 Review of Nunes, T., and Bryant, P. (2006). Improving literacy by teaching morphemes. London: Routledge Joanne F. Carlisle Published online: 24 October 2008 Springer Science+Business Media B.V. 2008 One curious feature of literacy instruction is the relative lack of attention to systematic instruction in areas of language known to be related to reading and spelling achievement, other than phonemic awareness and, perhaps, vocabulary. One particular area that is seldom part of the literacy curriculum is morphology. While researchers have reported significant associations between children’s morphological awareness and their reading and spelling ability (e.g., Carlisle, 1988, 2002; Henry, 1989; Mann & Singson, 2003) or explored the benefits of an experimental program (e.g., Arnbak & Elbro, 2000), only a few programs of instruction in morphology or morphological awareness have been subjected to systematic study (e.g., Baumann et al., 2002). As a result, the gap between the findings of basic research and the availability of research-supported educational programs is pronounced. This gap has become smaller with the publication of Terezinha Nunes and Peter Bryant’s book, Improving literacy by teaching morphemes (Nunes & Bryant, 2006). Their book provides a readable and engaging account of a series of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Review of Nunes, T., and Bryant, P. (2006). Improving literacy by teaching morphemes. London: Routledge

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Publisher
Springer Netherlands
Copyright
Copyright © 2008 by Springer Science+Business Media B.V.
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-008-9151-9
Publisher site
See Article on Publisher Site

Abstract

Read Writ (2010) 23:257–262 DOI 10.1007/s11145-008-9151-9 Review of Nunes, T., and Bryant, P. (2006). Improving literacy by teaching morphemes. London: Routledge Joanne F. Carlisle Published online: 24 October 2008 Springer Science+Business Media B.V. 2008 One curious feature of literacy instruction is the relative lack of attention to systematic instruction in areas of language known to be related to reading and spelling achievement, other than phonemic awareness and, perhaps, vocabulary. One particular area that is seldom part of the literacy curriculum is morphology. While researchers have reported significant associations between children’s morphological awareness and their reading and spelling ability (e.g., Carlisle, 1988, 2002; Henry, 1989; Mann & Singson, 2003) or explored the benefits of an experimental program (e.g., Arnbak & Elbro, 2000), only a few programs of instruction in morphology or morphological awareness have been subjected to systematic study (e.g., Baumann et al., 2002). As a result, the gap between the findings of basic research and the availability of research-supported educational programs is pronounced. This gap has become smaller with the publication of Terezinha Nunes and Peter Bryant’s book, Improving literacy by teaching morphemes (Nunes & Bryant, 2006). Their book provides a readable and engaging account of a series of

Journal

Reading and WritingSpringer Journals

Published: Oct 24, 2008

References

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