Vowel Harmony and Correspondence Theory (Studies in Generative Grammar 66)

The book covers the major issues in the generative analysis of vowel harmony and vowel harmony typology. It offers an economical account of the most prominent features of vowel harmony systems (root control, affix control, dominance, vowel opacity, and neutrality) within the framework of optimality theory, extending the notion of correspondence to the syntagmatic dimension.

The book contains a typological overview of vowel harmony patterns, an introduction to the basics of optimality theory including some of its most recent extensions and detailed studies of harmony systems in 10 languages from a variety of language families.


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The Syllable (Studies in Generative Grammar 45)

This collection offers a fairly exhaustive presentation of current day approaches to the phonotactics or syllabic organization of words as well as a rich display of the syllabic organization of some 20 languages. with respect to the views we find adherents of onset-rhyme models, using the approach of government phonology or "X-bar" models, and mora models.

All contributors adopt a constraint-based approach, either in the context of models that appeal to language-specific constraints ranking (such as in Optimality Theory) or models that use inviolable constraints, i.e. Firthian-declarative phonology and government-based analyses. Issues of syllabification, language games and phonetic implementation are also addressed. The facts of 20 languages - Danish, Dutch, German, Norwegian, Irish, Gaelic, Vedic, Latin, Romansch, Spanish, Polish, Hungarian, Finnish, Luganda, Kihehe, Dschang, Koromfe, Hindi, Chinese,Arabic - are accessibly described and analyzed in terms of these approaches.


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The Free Word Order Phenomenon Its Syntactic Sources and Diversity (Studies in Generative Grammar)

This book deals with the syntax of the free word order phenomenon (scrambling) in a wide range of languages - in particular, German, Japanese, Kannada, Malayalam, Serbo-Croatian, Tagalog, Tongan, and Turkish - in some of which the phenomenon was previously unstudied.

In the past, the syntax of free word order phenomena has been studied intensively with respect to its A- and A'-movement properties and in connection with its semantic (undoing) effects. The different articles in this volume offer new ways of analyzing free word order under (i) minimalist assumptions, (ii) concerning the typology of scrambling languages, (iii) with respect to the question of how it is acquired by children, (iv) in connection with its relatedness to information structural factors, and (v) with respect to its consequences for a highly elaborated sentence structure of the IP/VP domain.

The articles that focus mainly on the emprical aspects of free word order phenomena deal with the properties and proper analysis of rightwards scrambling in Turkish, with the A-/A'-nature and triggers for VSO-VOS alternations in Tongan, as well as with left-branch extractions and NP-Split in Slavic and its consequences for a typology of scrambling languages. The articles that focus on theoretical aspects of scrambling deal with questions concerning the motivatation of a derivation with scrambling in a free word order language, such as whether scrambling has to be analyzed as topicalization or focus movement.

Or assuming that scrambling is feature-driven, how the technical details of this analysis are implemented in the grammar to avoid unwarranted derivations, for example, derivations with string-vacuous scrambling. A further important question that is addressed is when scrambling is acquired in the development of the grammar, and what the consequences are for the timing of the acquisition of A- and A'-movement properties. This volume will be most relevant to researchers and advanced students interested in generative syntax, as well as typologists working on German, Japanese, Slavic, Turkish, Dravidian and Austronesian languages.


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The Acquisition of Finiteness (Studies in Generative Grammar 94)

The book provides a theoretical and empirical evaluation of a field that has been the focus of generative theories on language acquisition: the acquisition of finiteness and related properties such as root infinitives, verb movement and null subjects.

It contains a critical empirical assessment of the various hypotheses, lists the implications for linguistic theory and provides alternative analyses. Issues covered are: (i) the semantics of childrens root infinitives (tense, modality and aspect), (ii) the relation between lexical, morphological and syntactic development in the domain of finiteness, (iii) the role of the input, and (iv) the interference of cognitive development. Typological focus is on Germanic languages.


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Studies on Semantics in Generative Grammar

The three essays that follow take as their point of departure the formulation of grammatical theory presented in such work as J. J. Katz and P. M. Postal, An Integrated Theory of Linguistic Descriptions, 1954, and Chomsky, Aspects of the Theory of Syntax, 1965.

For ease of exposition, I refer to this formulation as the "standard theory". The essays deal with problems that arise within this framework, and present a revision of the standard theory to an "extended standard theory" (EST). The status of deep structure is a central concern in all three essays.


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Strength Relations in Phonology (Studies in Generative Grammar)

This collection of papers explores the theme of phonological strength. The general notion of strength plays a central role in explaining a variety of apparently disparate phonological effects relating to language acquisition, tone and pitch accent patterns, as well as segmental distribution.

The authors analyze data from a wide range of languages and from a number of current theoretical perspectives.

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Noun Phrase in the Generative Perspective (Studies in Generative Grammar)

The goal of this book is twofold. On the one hand we want to offer a discussion of some of the more important properties of the nominal projection, on the other hand we want to provide the reader with tools for syntactic analysis which apply to the structure of DP but which are also relevant for other domains of syntax.

In order to achieve this dual goal we will discuss phenomena which are related to the nominal projection in relation to other syntactic phenomena (e.g. pro drop will be related to N-ellipsis, the classification of pronouns will be applied to the syntax of possessive pronouns, N-movement will be compared to V-movement, the syntax of the genitive construction will be related to that of predicate inversion etc.).

In the various chapters we will show how recent theoretical proposals (distributed morphology, anti-symmetry, checking theory) can cast light on aspects of the syntax of the NP. When necessary, we will provide a brief introduction of these theoretical proposals. We will also indicate problems with these analyses, whether they be inherent to the theories as such (e.g. what is the trigger for movement in antisymmetric approaches) or to the particular instantiations. The book cannot and will not provide the definitive analysis of the syntax of noun phrases. We consider that this would not be possible, given the current flux in generative syntax, with many new theoretical proposals being developed and explored, but the book aims at giving the reader the tools with which to conduct research and to evaluate proposals in the literature. In the discussion of various issues, we will apply the framework that is most adequate to deal with problems at hand. We will therefore not necessarily use the same approach throughout the discussion.

Though proposals in the literature will be referred to when relevant, we cannot attempt to provide a critical survey of the literature. We feel that such a survey would be guided too strongly by theoretical choices, which would not be compatible with the pedagogical purposes this book has. The book is comparative in its approach, and data from different languages will be examined, including English, German, Dutch (West-Flemish), Greek, Romance, Semitic, Slavic, Albanian, Hungarian, Gungbe.


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Linguistic Evidence Empirical Theoretical and Computational Perspectives (Studies in Generative Grammar)

The renaissance of corpus linguistics and promising developments in experimental linguistic techniques in recent years have led to a remarkable revival of interest in issues of the empirical base of linguistic theory in general, and the status of different kinds of linguistic evidence in particular. 


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Infinitives (Studies in Generative Grammar 55)

Infinitives: Restructuring and Clause Structure offers a detailed study of the clausal architecture of infinitival constructions providing a unified analysis of restructuring, control, modals, and raising. The book critically evaluates previous proposals from both syntactic and semantic perspectives and presents a new analysis incorporating many recent developments in generative linguistic theory.

In addition to its theoretical contribution, Infinitives contains a detailed descriptive overview of a range of constructions, primarily from the Germanic languages and will thus not only be of value to generative linguists but will also serve as a general reference source for those interested in the Germanic languages.

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Generative Morphology (Studies in Generative Grammar 18)

In this book, we will examine the historical context in which the "new" generative morphology has evolved (Chapter I), the work that "founded" the field, Halle's 1973 proposal (Chapter II) and the first theoretical, non episodic, proposal, that of Aronoff 1976 (Chapters III and IV).

Following this, a model of the organization of the lexical component is given, along with some well formedness conditions (Chapter V), In addition, a model is proposed for the interplay among the various types of morphological rules, namely derivation, inflection and compounding rules (Chapter VI).

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Discovering Syntax Clause Structures of English German and Romance (Studies in Generative Grammar )

The essays in this volume, dating from 1991 onwards, focus on highly characteristic constructions of English, Romance languages, and German. Among clause-internal structures, the most puzzling are English double objects, particle constructions, and non-finite complementation (infinitives, participles and gerunds).

Separate chapters in Part I offer relatively complete analyses of each. These analyses are integrated into the framework of Emonds (2000), wherein a simplified subcategorization theory fully expresses complement selection. Principal results of that framework constitute the initial essay of Part I. areas. The self-contained essays can all be read separately.

They are rich in empirical documentation, and yet in all of them, solutions are constructed around a coherent, relatively simple theoretical core. In Romance languages, classic generative debates have singled out clitic and causative constructions as the most challenging.

Separate essays in Part II lay out the often complex paradigms and propose detailed syntactic solutions, simple in their overall architecture yet rich in detailed predictions. Concerning movements to clausal edges, especially controversial topics include passives, English parasitic gaps, and the nature of verb-second systems exemplified by German.. The essays in Part III each use rather surprising but still theoretically constrained structural accounts to solve thorny problems in all three.


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Between Phonology and Phonetics Polish Voicing (Studies in Generative Grammar 118)

For decades, the voicing system of Polish has been at the center of a heated theoretical debate concerning laryngeal phonology as it features a number of phenomena, such as Final Obstruent Devoicing, Regressive Voice Assimilation, Progressive Voice Assimilation, dialectally distributed external sandhi voicing in pre-sonorant context, and other instances of special behaviour of sonorants, leading to interesting cases of variation.

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Teaching Word Meanings (Literacy Teaching Series)

Learning new words is foundational to success in school and life. Researchers have known for years that how many word meanings a student knows is one of the strongest predictors of how well that student will understand text and be able to communicate through writing.

This book is about how children learn the meanings of new words (and the concepts they convey) and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all. This book offers a comprehensive approach to vocabulary instruction. It offers not just practical classroom activities for teaching words (though plenty of those are included), but ways that teachers can make the entire curriculum more effective at promoting students' vocabulary growth. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings.

Key features of this exciting new book include:

• A variety of vocabulary activities. Activities for teaching different kinds of words such as high frequency words, high utility words, and new concepts, are explained and illustrated.

• Guidelines for choosing words. A chart provides a simple framework built around seven basic categories of words that helps teachers decide which words to teach and how to teach them. • Word learning strategies. Strategies are offered that will help students use context, word parts, and dictionaries more effectively.

• Developing Word Consciousness. Although specific vocabulary instruction is fully covered, the primary goal of this book is to develop students' independent interest in words and their motivation to learn them.

• Integrated Vocabulary Instruction. Teachers are encouraged to improve the reading vocabularies of their students by looking for opportunities to integrate vocabulary learning into activities that are undertaken for other purposes.


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Interpreting Literature With Children (Literacy Teaching Series)

Clearly organized and beautifully written, Interpreting Literature With Children is a remarkable book that stands on the edge of two textbook genres: the survey of literature text and the literary criticism text.

Neither approach, however, says enough about how children respond to literature in everyday classroom situations. That is the mission of this book. 

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Study Skills 2 (Curriculum Binders Reproducibles - Saddleback Educational Publishing)

Study Skills 2

Lively illustrations on nearly every exercise, easy-reading, student-directed instructions, emphasis on words in context, real life applications.

Grades: 5 - 12

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Study Skills 1 (Curriculum Binders Reproducibles - Saddleback Educational Publishing)

Study Skills 1

Lively illustrations on nearly every exercise, easy-reading, student-directed instructions, emphasis on words in context, real life applications.

Grades: 5 - 12

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Standardized Test Prep 1 (Curriculum Binders Reproducibles - Saddleback Educational Publishing)

The reproducible activities in this series prepare students to take high stakes assessments in Reading/Language Arts, Mathematics, Science, and Social Studies.

These binders have tips on how to approach various types of problems and step-by-step examples, helping the anxious test-taker gain confidence and achieve success on local, state, and national assessments. Activities can be in one class period or assigned as homework. Easier activities in the first binder lead to more challenging ones in the second.

Grades: 5 - 12


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Good Grammar (Curriculum Binders Reproducibles - Saddleback Educational Publishing)

It's no secret: practice builds skill, and skill builds confidence. By focusing on essential elements of grammar, these reproducible exercises are the ideal supplement to your language arts program.

Good Grammar! covers all the bases in a variety of skill-specific lesson formats. The annotated table of contents makes it easy to locate and prescribe instant remediation.


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Earth Science (Curriculum Binders Reproducibles - Saddleback Educational Publishing)

Cenozoic Era, Comparing Types of Rocks, Creating a Station Model, Eclipses, Formation of Coal, Fronts, Glacial Landforms, Global Heat Budget, How Minerals Form, Identifying Minerals, Igneous Rocks, Land Features Associated with a River, Life in the Open Ocean, Locating the Epicenter of An Earthquake, Location of Volcanoes, Mass Movements, Mesozoic Era, Metamorphic Rocks, Ocean Habitats, Reading a Weather Map, Sedimentary Rocks, Severe Weather, Soil Horizons, The Solar System, Space Exploration, Structure of a Volcano, Structure of the Sun, Types of Fossils, Water Use in the Home, Waves


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Beginning Writing 2 (Curriculum Binders Reproducibles - Saddleback Educational Publishing)

Complete Answer Keys, Easy-Reading, Student-Directed Instructions, Lively Illustrations on Nearly Every Exercise Interest-Grabbing Activities. Reinforcement and Review. 

Sample Activities Include: Writing Frames, Planning and Writing a Speech, Writing in Content Areas, Essay: From Idea to Polished Product; Editing and Revising; Research Paper: Note Cards to Bibliography, Writing an Advice Column, Play or Movie Review, Short Story: From Plot to Surprise Ending and More!

Grades: 5 - 12


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Beginning Writing 1 (Curriculum Binders Reproducibles - Saddleback Educational Publishing)

Complete Answer Keys, Easy-Reading, Student-Directed Instructions, Lively Illustrations on Nearly Every Exercise Interest-Grabbing Activities. Reinforcement and Review.

Sample Activities Include: Writing Frames, Planning and Writing a Speech, Writing in Content Areas, Essay: From Idea to Polished Product; Editing and Revising; Research Paper: Note Cards to Bibliography, Writing an Advice Column, Play or Movie Review, Short Story: From Plot to Surprise Ending and More!

Grades: 5 - 12

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The Threads of Reading Strategies for Literacy Development by Karen Tankersley

How can teachers make sure that all students gain the reading skills they need to be successful in school and in life? In this book, Karen Tankersley describes the six foundational "threads" that students need to study in order to become effective readers: phonemic awareness, phonics and decoding, vocabulary, fluency, comprehension, and higher-order processing.

For each area, the author explains how students acquire the reading skills they need and offers a series of skill-building strategies and activities that teachers can use in the classroom. Although reading is perhaps most intensely taught in the kindergarten and 1st-grade classrooms, Tankersley emphasizes that helping students become lifelong readers is a task for all teachers, including content-area teachers in middle and high schools.

The Threads of Reading addresses key questions about literacy, such as

What makes a difference in reading achievement?

How much reading time is enough?

How can teachers use writing to build reading skills?

How can teachers help students make meaning from their reading?

The strategies in the book address many situations, from individual instruction to small- or large-group instruction, from kindergarten to high school. Teachers will appreciate the multitude of activities provided, and administrators will learn to better evaluate the reading programs in place in their districts and schools. Grounded in both research and "teacher lore" from actual classrooms, this book is a solid guide to helping students become lifelong readers.


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The Learning and Teaching of Reading and Writing by Naomi Flynn and Rhona Stainthorp

The book provides practice-based examples of how teachers and schools might adapt their delivery for literacy as they move to greater creativity in their teaching of reading and writing. The analysis begins within the classrooms of three expert Key Stage 1 teachers and broadens out in to the wider setting of the schools and their senior management teams.

An important theme running throughout the book is how the three teachers were able to make exceptional provision for their pupils, who were largely second language speakers and from socio-economically disadvantaged groups. The teachers  successful practice grew from their understanding of both early literacy development and planning for individual need. The information in this book will enable student teachers, recently qualified teachers, and teachers interested in enhancing their literacy teaching to develop their practice in a similarly successful way.


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The Briefest English Grammar Ever By Ruth Colman

Did you miss out on learning the basics of grammar at school? Are you learning a foreign language and need to sort out your verbs, nons, adjectives, and adverbs? Ruth Colman's highly successful, user-friendly The Briefest English Grammaer Ever! comes to the rescue.

It clearly and simply explains how language works and functions. It is designed for English speakers who didn't learn grammar at school, particularly those now learning another language via a method based on grammar.


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Teaching Beginning Reading and Writing With the Picture Word Inductive Model by Emily F Calhoun

In this practical guide to teaching beginning language learners of all ages, Calhoun encourages us to begin where the learners begin--with their developed listening and speaking vocabularies and other accumulated knowledge about the world.

Engage students in shaking words out of a picture--words from their speaking vocabularies--to begin the process of building their reading and writing skills. Use the picture word inductive model (PWIM) to teach several skills simultaneously, beginning with the mechanics of forming letters to hearing and identifying the phonetic components of language, to classifying words and sentences, through forming paragraphs and stories based on observation.

Built into the PWIM is the structure required to assess the needs and understandings of your students immediately, adjust the lesson in response, and to use explicit instruction and inductive activities. Individual, small-group, and large-group activities are inherent to the model and flow naturally as the teacher arranges instruction according to the 10 steps of the PWIM. Students and teachers move through the model and work on developing skills and abilities in reading, writing, listening, and comprehension as tools for thinking, learning, and sharing ideas.

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