Daniel Daigle – författare

Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection presents the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development. Research has increasingly indicated the importance of morphological tasks in relation to reading, spelling, and vocabulary acquisition in the classroom. Chapter authors present the theoretical considerations guiding morphological processing research to date, address the use of morphology with reference to different populations of learners, and propose effective and innovative instructional strategies for integrating morphology in the classroom.

This volume grew out of an international conference which was held in June 2009 at McGill University, in honour of Professor Peter Russell, on the occasion of his 70th birthday and his retirement from McGill. It contains 19 refereed articles, essentially all in the area of affine algebraic geometry and, more specifically, in the following subjects: automorphisms and group actions, surfaces, embeddings of certain rational curves in the affine plane, and problems in positive characteristic geometry. These are also some of the themes running through the very substantial body of work done by Professor Russell in this relatively young branch of algebraic geometry. The volume also includes a foreword, in which Professor Russell shares some personal reminiscences on the development of affine algebraic geometry, a field he describes as ""loosely speaking, the study of affine spaces and algebraic varieties closely resembling them.

Synthesizing a range of studies on morphological processing from the past 30 years, this edited collection presents the current state of knowledge on morphological processing and defines classroom practices to help students conceptualise the role of morphology in reading, spelling, and vocabulary development. Research has increasingly indicated the importance of morphological tasks in relation to reading, spelling, and vocabulary acquisition in the classroom. Chapter authors present the theoretical considerations guiding morphological processing research to date, address the use of morphology with reference to different populations of learners, and propose effective and innovative instructional strategies for integrating morphology in the classroom.