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Phonics In Proper Perspective

by
Edition:
10th
ISBN13:

9780131177987

ISBN10:
0131177982
Format:
Paperback
Pub. Date:
4/22/2005
Publisher(s):
Pearson
List Price: $34.80

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Summary

The tenth edition ofPhonics 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'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.

Table of Contents

CHAPTER 1 Phonics: Purpose and Limitations 1(8)
The Study of Phonics
1(4)
Terminology
2(3)
Limitations of Phonics
5(1)
Variability of Letter-Sounds in English
5(3)
Selected Readings
8(1)
CHAPTER 2 Phonics: History and Controversy 9(14)
Early Trends
9(2)
Reality Check: Basal Programs
11(1)
Sight-Word Method Versus Phonetic Method
12(1)
Criticism Leads to New Phonics Materials
13(1)
The Initial Teaching Alphabet (ITA)
14(3)
The ITA Instructional Program
15(1)
ITA: Postponing the Difficult
15(1)
Transfer from the ITA to Traditional Orthography
16(1)
The Linguistic (Regular Spelling) Approach
17(2)
The Regular Spelling Instructional Program
18(1)
The Individualized Reading and Language Experience Approaches
19(1)
Whole Language
20(1)
Selected Readings
21(2)
CHAPTER 3 Prerequisites for Phonics Instruction 23(18)
Phonological Awareness: The First Prerequisite for Phonics Instruction
23(6)
Phonemic Awareness: The Second Prerequisite for Phonics Instruction
29(1)
Developing Phonemic Awareness
29(7)
Visual Discrimination: The Third Prerequisite for Phonics Instruction
36(4)
Summary
40(1)
CHAPTER 4 Moving Into Reading 41(10)
Contrasting Learning to Speak and Learning to Read
41(1)
The Case for Expanding Sight Vocabulary
42(1)
The Blue-Collar Working Words of English
42(2)
Children as Readers
44(2)
The Key to Literacy: Independent Readers
46(3)
Consonant Consistency
49(1)
Context and Word Meanings
49(1)
Addressing Children Left Behind
50(1)
Summary
50(1)
CHAPTER 5 Consonant Letter-Sound Relationships 51(36)
A Word About Sequence
51(1)
Rationale for Teaching Consonant Sounds First
51(1)
Initial Consonant Letter-Sounds
52(7)
Mental Substitution
55(3)
Context Plus Minimal Phonic Cue
58(1)
Context Clues and Phonic Skills: Working Together
59(4)
Initial Consonant Blends
63(8)
Initial Consonant Digraphs (sh, wh, th, and ch)
71(3)
Steps in Brief
71(1)
Blends in Sentence Context
72(2)
Final Consonants, Blends, and Digraphs
74(5)
Consonant Digraphs ch, sh, and th at the End of Words
77(1)
Consonant Digraphs nk, ng, and ck at the End of Words
78(1)
Final Consonant Blends (st, sk, Id, mp, and nd)
79(1)
Consonant Irregularities
79(6)
The Two Sounds of c (/k/ and /s/)
80(1)
The Two Sounds of g (/g/ and /j/)
80(1)
Sounds Represented by the Letter s
81(1)
Consonants Not Sounded
81(3)
Qu and Que Combinations (/kw/and /k/)
84(1)
Summary
85(2)
CHAPTER 6 Vowel Letter-Sound Relationships 87(30)
Phonics Instruction as Overkill
87(1)
Sequence in Teaching Vowel Letter-Sounds
88(1)
Short Vowel Sounds
89(9)
Using Word Families
90(4)
Minimal Contrast Vowels
94(3)
Combining Teaching of Initial and Medial Vowel Sounds
97(1)
Long Vowel (Glided) Letter-Sounds
98(7)
Using Visual Patterns as Cues to Sounding
98(1)
Teaching Short and Long Sounds Together
99(4)
Two Vowels, One of Which Is Final e
103(1)
Single Final Vowels
104(1)
Exceptions to Vowel Rules Previously Taught
105(1)
Two Adjacent Vowels
106(1)
Medial Vowel Plus Final e
106(1)
Vowel Sounds Affected by R
106(1)
A Followed by l, ll, w, and u
107(1)
The oo Sounds
107(1)
Diphthongs
108(2)
Diphthong Sounds
108(2)
ow as the Long Sound of o
110(1)
Homonyms
110(4)
The Schwa Sound
114(1)
Sight-Word List
114(2)
Summary
116(1)
CHAPTER 7 Structural Analysis Skills 117(30)
Inflectional Endings
118(1)
Adding -s, -ed, and -ing to Words
118(1)
Adding -er, -est, and -ly to Words
118(1)
Adding Suffixes Following y
119(1)
Doubling Final Consonants
119(3)
Compound Words
122(5)
Working with Plurals
127(4)
Adding -s to Form Plurals
127(1)
Plurals Formed by Adding -es
128(1)
Plurals of Words Ending with y
129(1)
Other Plural Forms
129(2)
Prefixes and Suffixes
131(3)
Syllabication
134(4)
Generalizations Relating to Syllabication
135(1)
Affixes as Syllables
136(2)
Abbreviations
138(2)
Recognizing Contractions
140(1)
Finding Little Words in Big Words
141(1)
Accent
142(2)
Shift in Accent
143(1)
Stress on Words Within Sentences
144(1)
Use of the Dictionary as a Word Attack Skill
144(1)
Summary
145(2)
BIBLIOGRAPHY 147(2)
INDEX 149


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