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Why Kids Can't Spell
Why Kids Can't Spell is a resource reference book for parents and educators who have an interest in and a concern for children's spelling ability. The purpose of this book is to encourage and foster good spelling practices in the home and at school to reflect modern teaching methods. The design of this book uses a scope and sequence format with each chapter building on the previous one. Every chapter includes a discussion on spelling background knowledge. In this section one finds an analysis of children's writing samples, in accordance with J. Richard Gentry and Jean Wallace Gillet's Model of Spelling Development. This is followed by numerous inquiry-based, project based and generative ideas and activities. The activities in this book are practical and easy to prepare, use readily available materials and are meant to facilitate readers' understanding. All chapters are related and therefore, the reader is encouraged to browse and borrow from any chapter. The activities may be modified in order to appropriately challenge and meet individual needs.
John Heembrock & Maria Altstadt Descendants
Heembrock ancestry is traced to Johann Heembrock, born 1670 at Hörstel, Riesenbeck, Kreis Tecklenburg, Germany, son of Gerhard Heembrock. John Andrew Heembrock (1860-1946) was born in St. Paul, Missouri. His father, Anton (1822-1894) had immigrated from Germany. Altstadt ancestry is traced to Johann Adam Altstadt (1756-1802) at Grossenbach, Kreis Hünfeld, Germany. Maria Altstadt (1864-1919) was born at Johnstown, Pennsylvania. Descendants lived in Minnesota, British Columbia, North Dakota, Saskatchewan, Oregon, and elsewhere.
Roberta Booth
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How Children Learn to Write Words
Writing allows people to convey information to others who are remote in time and space, vastly increasing the range over which people can cooperate and the amount they can learn. Mastering the writing system of one's language is crucial for success in a modern society. This book examines how children learn to write words. It provides a theoretical framework that integrates findings from a wide range of age groups - from children who are producing their first scribbles to experienced spellers who are writing complex words. To set the stage for these discussions, early chapters of the book consider the nature of writing systems and the nature of learning itself. The following chapters review v...
