| Record ID | harvard_bibliographic_metadata/ab.bib.11.20150123.full.mrc:880368655:1586 |
| Source | harvard_bibliographic_metadata |
| Download Link | /show-records/harvard_bibliographic_metadata/ab.bib.11.20150123.full.mrc:880368655:1586?format=raw |
LEADER: 01586cam a2200289 a 4500
001 011988760-6
005 20090601104825.0
008 951002s1995 mdua b 001 0 eng
010 $a 95044438
020 $a0912752408
020 $a9780912752402
035 0 $aocm33404834
040 $aDLC$cDLC$dBTCTA$dYDXCP
050 00 $aLB1574$b.M573 1995
082 00 $a372.6/3$220
100 1 $aMoats, Louisa Cook.
245 10 $aSpelling :$bdevelopment, disability, and instruction /$cby Louisa Cook Moats.
260 $aBaltimore :$bYork Press,$cc1995.
300 $avi, 137 p. :$bill. ;$c23 cm.
504 $aIncludes bibliographical references (p. 109-119) and index.
520 $a"A comprehensive overview of why spelling can be challenging to learn, how people with spelling difficulties differ from those who spell well, and what can be done to instruct students who do not spell naturally."--Page 4 of cover.
505 0 $aThe relationship between speech and print -- Mental processes in spelling -- Spelling development -- Spelling errors and spelling disabilities -- Assessment of spelling -- Principles of spelling instruction -- Appendix A: One hundred sixty common words grouped by spelling patterns -- Appendix B: Examples of spelling alternatives for selected speech sounds -- Appendix C: Helpful resources for teaching spelling.
650 0 $aEnglish language$xOrthography and spelling$xStudy and teaching.
776 08 $iOnline version:$aMoats, Louisa Cook.$tSpelling.$dBaltimore : York Press, ©1995$w(OCoLC)657299697
988 $a20090601
049 $aHMGG
906 $0DLC