9780072878448

Sound It Out! Phonics in a Comprehensive Reading Program with Phonics Tutorial CD-ROM

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  • ISBN13:

    9780072878448

  • ISBN10:

    0072878444

  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2003-06-09
  • Publisher: McGraw-Hill Humanities/Social Sciences/Languages
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List Price: $46.90

Summary

Are you interested in a phonics program that is part of a comprehensive reading program? Rather than treating it as an end in itself, Sound It Out! shows how phonics fits into the overall process of a child's learning to read. It helps readers understand how phonics can be integrated successfully into an effective classroom reading program. While it includes a wealth of suggestions for practical classroom applications, the book has a solid research knowledge base so that students will understand what they are doing and why they are doing it in the classroom. The text includes information about all types of phonics programs and many different approaches to teaching phonics for reading and spelling.

Table of Contents

Preface xiii
Pretest of Phonics Knowledge 1(2)
The Place of Phonics in Learning to Read and Write
3(22)
A Brief Look Back
3(6)
What Is Phonics, Anyway?
9(1)
The Controversy about Phonics
10(8)
The Case for Phonics
11(3)
Doubts about Phonics
14(4)
Phonics: A Dispassionate View
18(3)
Schemata
19(1)
Cueing Systems
20(1)
Conclusion
21(1)
References
22(3)
Getting Started: Phonemic Awareness and Alphabet Knowledge
25(34)
Phonemic Awareness
25(23)
The Importance of Phonemic Awareness
27(1)
Developing Components of Phonemic Awareness
28(17)
Assessing Phonemic Awareness
45(3)
Alphabet Knowledge
48(7)
Conclusion
55(1)
References
56(1)
Children's Trade Books Cited in This Chapter
57
Teaching Suggestions
Recognizing Rhyming Words
30(2)
Production of Rhyming Words
32(2)
Segmenting of Compound Words
34(1)
Segmenting of Syllables
35(2)
Segmenting Phonemes
37(1)
Identifying Beginning Sounds
38(1)
Identifying Ending Sounds
38(2)
Deleting Sounds in Words
40(1)
Phoneme Substitution
41(1)
Blending
42(5)
Assessing Phonemic Awareness
47(2)
Alphabet Cards
49(3)
Alphabet Books
52(1)
Alphabet Training
52(1)
Review and Reinforcement Activities
53(6)
Teaching and Learning Discrete Phonics Elements
59(46)
44 Sounds and 26 Letters
59(3)
Teaching Discrete Phonics Elements
62(3)
Consonants
65(12)
Consonant Digraphs
71(1)
Consonant Blends
72(3)
Silent Letters
75(2)
Vowels
77(12)
Short Vowels
78(3)
Long Vowels
81(2)
Other Vowel Sounds
83(6)
Syllables
89(2)
Phonics Generalizations
91(3)
Working with Children Who May Have Trouble Learning Phonics
94(4)
Children Who Have Trouble Learning Phonics in a Conventional Way
94(2)
Children Whose First Language Is Not English (ELL)
96(2)
Fluency and the Suprasegmental Phoneme System
98(4)
Conclusion
102(1)
References
103(1)
Children's Trade Books Cited in This Chapter
104
Teaching Suggestions
Working with Beginning Consonants
67(2)
Working with the Two Sounds of C and G
69(1)
Working with Final Consonants
70(1)
Consonant Digraphs
71(2)
Consonant Blends
73(2)
Working with Blends and Digraphs Together
75(1)
Silent Letters
76(2)
Short Vowels
78(3)
Long Vowels
81(3)
Medial Vowels
84(2)
Double Vowels
86(1)
R-Controlled Vowels
87(3)
Syllables
90(11)
Fluency
101(4)
Approaches to Teaching Phonics: Embedded and Direct Instruction
105(32)
Embedded Phonics
106(8)
Shared Reading
106(3)
Guided Reading
109(2)
Authentic Reading Experiences
111(1)
Integrating Phonics and Encounters with Literature
111(3)
Direct, Systematic Phonics/Language Instruction
114(9)
Phonics Readers
116(2)
Structured Language Programs
118(5)
Other Programs That Include Phonics
123(8)
Models of Instruction
123(1)
Basal Reading Programs
124(4)
Computer-Based Phonics Programs
128(3)
Phonics Materials for Home Use
131(2)
Conclusion
133(1)
References
134(2)
Children's Trade Books Cited in This Chapter
136
Teaching Suggestions
Phonics in a Shared Reading Lesson: Rosie's Walk
107(2)
Phonics in a Shared Reading Lesson: ``Moveable Word Wall''
109(1)
Phonics in a Guided Reading Lesson: Buzzz Said the Bee
110(2)
Phonics in a Literature-Based Lesson: Amos and Boris
112(1)
Phonics in a Literature-Based Lesson: Sheep on a Ship
113(2)
Direct, Systematic Phonics Instruction
115(22)
Phonics and Learning to Spell
137(26)
Spelling as Part of Writing
138(2)
Invented Spelling
140(7)
Scribbling
142(1)
Random Spelling
143(1)
Phonetic Spelling
143(1)
Transitional Spelling
144(1)
Conventional Spelling
145(1)
Learning to Speak: Learning to Spell
146(1)
Spelling: How to Teach It
147(12)
Phonetic Processing
148(3)
Visual Processing
151(1)
Word Knowledge
152(6)
Dictionary Work
158(1)
Mnemonic Devices
158(1)
Assessing Children's Spelling Ability
159(1)
Conclusion
160(1)
References
160(2)
Children's Trade Books Cited in This Chapter
162
Teaching Suggestions
Phonetic Processing
149(2)
Visual Processing
151(3)
Homophones
154(1)
Roots and Affixes
155(2)
Derivations
157(6)
Phonics in a Comprehensive Reading Program
163(7)
Phonics and Other Reading Components
163(3)
Sight Words
164(1)
Structural Analysis
164(1)
Context Clues
164(1)
Comprehension
165(1)
Comprehensive Literacy Instruction
166(3)
References
169(1)
Children's Trade Book Cited in This Chapter
169(1)
Posttest of Phonics Knowledge 170(3)
Appendix A 173(7)
Appendix B 180(4)
A Mini-Glossary of Phonics Terms 184(3)
Answers to Pretest and Posttest of Phonics Knowledge 187(2)
Index 189

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