Phonics in Proper Perspective

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ISBN: 9780023530654 | 0023530650
Cover: Paperback
Copyright: 8/1/1992

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& The tenth edition of Phonics in Proper Perspective& provides succinct and clear descriptions of how to engage emergent readers in phonics and on to becoming independent readers. & Making the distinction between phonics and the more precise science of phonetics, this book identifies the most simple& and effective ways to teach phonics and explains where phonics fits best in the learning to& read process.& The book& also& highlights * The theme of teacher responsibility and accountability in students& #39; learning is the strength of the project. * Struggling Readers features and activities linked to NCLB topics are pedagogical highlights. * An emphasis on direct instruction.& & Inservice teachers and Reading/Literacy Specialists.

Phonics: Purpose and Limitations	p. 1
The Study of Phonics	p. 1
Terminology	p. 2
Limitations of Phonics	p. 5
Variability of Letter-Sounds in English	p. 5
Phonics: History and Controversy	p. 9
Early Trends	p. 9
Reality Check: Basal Programs	p. 11
Sight-word Method versus Phonetic Method	p. 12
Criticism Leads to New Phonics Materials	p. 13
The Initial Teaching Alphabet (ITA)	p. 14
The ITA Instructional Program	p. 15
ITA: Postponing the Difficult	p. 15
Transfer from the ITA to Traditional Orthography	p. 16
The Linguistic (Regular Spelling) Approach	p. 17
The Regular Spelling Instructional Program	p. 18
The Individualized Reading and Language Experience Approaches	p. 19
Whole Language	p. 20
Prerequisites for Phonics Instruction	p. 23
Phonological Awareness: The First Prerequisite for Phonics Instruction	p. 23
Phonemic Awareness: The Second Prerequisite for Phonics Instruction	p. 29
Developing Phonemic Awareness	p. 29
Visual Discrimination: The Third Prerequisite for Phonics Instruction	p. 36
Summary	p. 40
Moving Into Reading	p. 41
Contrasting Learning to Speak and Learning to Read	p. 42
Context Clues	p. 42
How Children Learn to Read	p. 43
Introducing Phonics Instruction	p. 44
Consonant Consistency	p. 46
Becoming Independent Readers	p. 46
Structural Clues	p. 47
The Blue-Collar Working Words	p. 47
Summary	p. 49
Consonant Letter-Sound Relationships	p. 51
A Word About Sequence	p. 51
Rationale for Teaching Consonant Sounds First	p. 51
Initial Consonant Letter-Sounds	p. 52
Mental Substitution	p. 55
Context Plus Minimal Phonic Cue	p. 58
Context Clues and Phonic Skills: Working Together	p. 59
Initial Consonant Blends	p. 63
Initial Consonant Digraphs (sh, wh, th, and ch)	p. 71
Steps in Brief	p. 71
Blends in Sentence Context	p. 72
Final Consonants, Blends, and Digraphs	p. 74
Consonant Digraphs ch, sh, and th at the End of Words	p. 77
Consonant Digraphs nk, ng, and ck at the End of Words	p. 78
Final Consonant Blends (st, sk, ld, mp, and nd)	p. 79
Consonant Irregularities	p. 79
The Two Sounds of c (/k/ and /s/)	p. 80
The Two Sounds of g (/g/ and /j/)	p. 80
Sounds Represented by the Letters	p. 81
Consonants Not Sounded	p. 81
Qu and Que Combinations (/kw/ and /k/)	p. 84
Summary	p. 85
Vowel Letter-Sound Relationships	p. 87
Phonics Instruction as Overkill	p. 87
Sequence in Teaching Vowel Letter-Sounds	p. 88
Short Vowel Sounds	p. 89
Using Word Families	p. 90
Minimal Contrast Vowels	p. 94
Combining Teaching of Initial and Medial Vowel Sounds	p. 97
Long Vowel (Glided) Letter-Sounds	p. 98
Using Visual Patterns as Cues to Sounding	p. 98
Teaching Short and Long Sounds Together	p. 99
Two Vowels, One of Which Is Final e	p. 103
Single Final Vowels	p. 104
Exceptions to Vowel Rules Previously Taught	p. 105
Two Adjacent Vowels	p. 106
Medial Vowel Plus Final e	p. 106
Vowel Sounds Affected by r	p. 106
a followed by I, II, w, and u	p. 107
The oo Sounds	p. 107
Diphthongs	p. 108
Diphthong Sounds	p. 108
Ow as the Long Sound of o	p. 110
Homonyms	p. 110
The Schwa Sound	p. 114
Sight-word List	p. 114
Summary	p. 116
Structural Analysis Skills	p. 117
Inflectional Endings	p. 118
Adding -s, -ed, and -ing to Words	p. 118
Adding -er, -est, and -ly to Words	p. 118
Adding Suffixes Following y	p. 119
Doubling Final Consonants	p. 119
Compound Words	p. 122
Working with Plurals	p. 127
Adding -s to Form Plurals	p. 127
Plurals Formed by Adding -es	p. 128
Plurals of Words Ending with y	p. 129
Other Plural Forms	p. 129
Prefixes and Suffixes	p. 131
Syllabication	p. 134
Generalizations Relating to Syllabication	p. 135
Affixes as Syllables	p. 136
Abbreviations	p. 138
Recognizing Contractions	p. 140
Finding Little Words in Big Words	p. 141
Accent	p. 142
Shift in Accent	p. 143
Stress on Words Within Sentences	p. 144
Use of the Dictionary as a Word Attack Skill	p. 144
Summary	p. 145
Bibliography	p. 147
Index	p. 149
Table of Contents provided by Syndetics. All Rights Reserved.

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Phonics in Proper Perspective

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