000			01944cam a22003854i 4500
001			ocm55208492
003			OCoLC
005			20240726100301.0
008			040505s2004 nhua b 001 0 eng
010			_a2004011230
039	0	2	_aCI ocm55208492
040			_aDLC _beng _erda _cDLC _dBAKER _dIXA _dSBI
042			_apcc
049	0	2	_aSBIM
050	0	4	_aLB1574.G339.S354 2004
050	0	4	_aLB1574
100	1		_aGentry, J. Richard, _e1
245	1	4	_aThe science of spelling : _bthe explicit specifics that make great readers and writers (and spellers!) / _cJ. Richard Gentry. _hPR
260			_aPortsmouth, New Hampshire : _bHeinemann, _c(c)2004.
300			_ax, 163 pages : _billustrations ; _c24 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a1 (pages 155-160) and index.
505	0	0	_aThere is a neurological basis for spelling -- _tThe emergence of spelling ability and ability to spell words correctly and automatically are different -- _tYou can recognize five levels of emergent writing, match your teaching strategies to the child's level, and greatly improve the quality of your literacy instruction -- _tYou need good quality instructional resources for teaching spelling -- _tThere is one best way to teach spelling -- _tThe spelling pathway to literacy is powerful and humane -- _tA good spelling curriculum makes it easier to know your students.
530			_a2
650		0	_aSpelling ability.
650		0	_aEnglish language _xOrthography and spelling _xStudy and teaching.
650		0	_aReading.
907			_a.b11073299 _b05-27-09 _c01-22-08
942			_cBK _hLB _m2004 _e _i2018-07-14 _k0.00
998			_acim _b05-27-09 _cm _da _e- _feng _gnhu _h0
994			_a01 _bSBI
945			_g1 _i31923001102116 _j2 _lcimc _n"repair" status after fire _o- _p0.00 _q- _r- _s- -- _t61 _u0 _v0 _w0 _x0 _y.i11558878 _z01-22-08
999			_c14816 _d14816
902			_a1 _bCynthia Snell _c1 _dCynthia Snell