Beyond Traditional Phonics

by Moustafa, Margaret

• ISBN13: 9780435072476
• ISBN10: 0435072471
• Format: Paperback
• Copyright: 1997-09-09
• Publisher: GREENWOOD PUB GROUP

Summary

Margaret Moustafa fills you in on exciting new research discoveries of how children learn to read and relates these discoveries to reading instruction.

Author Biography

MARGARET MOUSTAFA is a Professor of Education at California State University at Los Angeles. She is an experienced elementary school teacher and author of Beyond Traditional Phonics: Research Discoveries and Reading Instruction (Heinemann, 1997), "Children's productive phonological recoding" (Reading Research Quarterly, 1995), and co-author of " Whole-to-parts phonics instruction: Building on what children know to help them know more" (Reading Teacher, 1999). Using the research findings of other scholars as well as her own research findings on how children learn a phonic system, she developed whole-to-parts phonics instruction as a powerful, systematic, explicit way of teaching children a phonic system which is compatible with their natural cognitive processes.

Table of Contents

ACKNOWLEDGMENTS	xi	(2)
INTRODUCTION	xiii
1 Our Traditional Assumptions About How Children Learn to Read	1	(7)
In the Beginning	1	(5)
A New Dawn	6	(2)
2 Problems with Our Traditional Assumptions About How Children Learn Letter-Sound Correspondences	8	(6)
Traditional Phonics Generalizations	8	(3)
Children's Perception of Sounds in Spoken Words	11	(3)
3 How Children Use Language to Figure Out Unfamiliar Print Words	14	(18)
Alphabetic Writing and Holistic Reading	14	(2)
Another Way of Figuring Out Unfamiliar Print Words	16	(3)
Effective Beginning Reading Materials	19	(7)
Effective Beginning Reading Instruction	26	(6)
4 The Groan Zone	32	(9)
Maintaining Tradition	32	(7)
The Underlying Problem	39	(2)
5 How Children Use Their Knowledge of Spoken Sounds to Pronounce Unfamiliar Print	41	(16)
Children's Perception of Sounds in Spoken Words Revisited	41	(3)
Another Way of Making Letter-Sound Correspondences	44	(1)
Still Another Way of Figuring Out Unfamiliar Print Words	45	(3)
Multiplying Knowledge: Using What One Knows to Know More	48	(3)
Recapping the Research Findings on Acquiring Letter-Sound Correspondences	51	(1)
Applying the Research Findings: Helping Children Use Their Knowledge of Spoken Sounds to Pronounce Unfamiliar Print	52	(5)
6 How Children Use Their Knowledge of the World to Make Sense of Print	57	(14)
How We Adults Use Our Knowledge of the World to Make Sense of Print	57	(5)
How Children Use Their Knowledge of the World to Make Sense of Spoken Messages	62	(2)
How Children Use Their Knowledge of the World to Make Sense of Print	64	(3)
How Children Use Their Knowledge of Language to Make Sense of Print	67	(1)
Helping Children Develop Their Knowledge of the World	68	(3)
7 How Children Use Their Knowledge About Reading to Read	71	(14)
Learning About Print	71	(5)
Families Who Read to Their Preschool Children--and Families Who Don't	76	(2)
Implications for Effective Instruction	78	(1)
Helping Children Acquire the Language of Print	79	(2)
Providing Children with Effective Reading Materials	81	(4)
8 Beyond Traditional Phonics	85	(10)
Reconceptualizing Spelling "Rules"	86	(3)
Whole-to-Parts Phonics Instruction	89	(6)
EPILOGUE: BEYOND THE GROAN ZONE	95	(2)
REFERENCES	97	(8)
INDEX	105