Phonics in Proper Perspective, tenth edition, is designed to provide both the experienced and the prospective teacher with materials that will lead to better understanding of the purpose and limitations of phonics instruction as it relates to teaching reading, concrete practices to follow in teaching the various steps in phonics analysis, and the rationale that underlies particular instructional practices. This book presents phonics as an important part of teaching beginning reading, reflects the notion that teachers should be knowledgeable about the purpose of phonics instruction and its limitations, and the premise that for children to make normal progress in learning to read, they must learn to associate printed letter forms with the speech sounds they represent. Its new features include: Theme of teacher responsibility and accountability-As designed in the education of the student, provides the strength of instruction and the building blocks for emerging learners.
Revision of Chapter 4, Moving into Reading --focuses on the most-common sight words and the importance in recognizing these words in order to excel in today's world.
Linked to NCLB topics and pedagogical highlights.
Emphasis on direct instruction-Provides approaches, insights, and examples to further help develop the teacher and student.
Chapter 1 Phonics: Purpose and Limitations The Study of Phonics Variability of Letter-Sounds in English Selected Readings Chapter 2 Phonics: History and Controversy Early Trends Reality Check: Basal Programs Sight-Word Method Versus Phonetic Method Criticism Leads to New Phonics Materials The Initial Teaching Alphabet The Linguistic (Regular Spelling) Approach The Individualized Reading and Language Experience Approaches Whole Language Selected Readings Chapter 3 Prerequisites for Phonics Instruction Phonological Awareness: The First Prerequisite for Phonics Instruction Phonemic Awareness: The Second Prerequisite for Phonics Instruction Developing Phonemic Awareness Visual Discrimination: The Third Prerequisite for Phonics Instruction Summary Chapter 4 Moving Into Reading Contrasting Learning to Speak and Learning to Read The Case for Expanding Sight Vocabulary The Blue-Collar Working Words of English Children as Readers The Key to Literacy: Independent Readers Consonant Consistency Context and Word Meaning Addressing Children Left Behind Summary Chapter 5 Consonant Letter-Sound Relationships A Word About Sequence Initial Consonant Letter-Sounds Context Clues and Phonic Skills: Working Together Initial Consonant Blends Initial Consonant Digraphs (sh, wh, th, and ch) Final Consonants, Blends, and Digraphs Consonants Irregularities Summary Chapter 6 Vowel Letter-Sound Relationships Phonics Instruction as Overkill Sequence in Teaching Vowell Letter-Sounds Short Vowell Sounds Long Vowell (Gilded) Letter Sounds Exceptions to Vowel Rules Previously Taught Vowel Sounds Affected by R A Followed by I, II, w, and u The oo Sounds Dipthongs Homonyms The Schwa Sound Sight-Word List Summary Chapter 7 Structural Analysis Skills Inflectional Endings Doubling Final Consonants Compound Words Working with Plurals Prefixes and Suffixes Syllabication Abbreviations Recognizing Contractions Finding Little Words in Big Words Accent Stress on Words Within Sentences Use of the Dictionary as a Word Attack Skill Summary Bibliography Index