Phonics for the Teacher of Reading: Programmed for Self-Instruction / Edition 9

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Overview

Phonics for the Teacher of Reading is self-paced program of instruction that has proven to be a useful technique for presenting phonics background knowledge to experienced and practicing teachers.

This book will guide teachers through a series of small steps to help you learn the terminology associated with phonics, and clinch their understanding of letter and sound relationships, onsets and rimes, and how syllables affect pronunciation.

For practicing classroom, reading and special education teachers.

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Product Details

  • ISBN-13: 9780131177994
  • Publisher: Prentice Hall
  • Publication date: 4/7/2005
  • Edition description: REV
  • Edition number: 9
  • Pages: 256
  • Product dimensions: 7.46 (w) x 9.24 (h) x 0.53 (d)

Table of Contents

Self-evaluation I: A Pretest 1
Pt. I General Knowledge and Terminology 7
Pt. II Consonants 25
Pt. III Vowels 95
Pt. IV A Review of the Phonemes 149
Pt. V Syllabication and Accent 155
Pt. VI Onset and Rime 175
Self-evaluation II: A Posttest 191
Answers to the Reviews 197
Glossary 205
App. A Phonics Generalizations 209
App. B Graphemes, Key Symbols, and Key Words 213
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Preface

Reading is a complicated process. It requires competence in several sets of skills including the ability to identify and recognize words which leads to developing independence in reading. This text presents the content of phonics and its use as one set of word attack skills. It should be especially helpful to classroom teachers, reading teachers, and special education teachers. A knowledge of the content of phonics is important for teachers because the English language is based on the alphabetic principle—the principle that letters represent speech sounds—to transcribe spoken language into written language. When teachers teach phonics, they help students learn, understand, and apply the alphabetic principle to reading and spelling.

What Does the Research Say about Teaching Phonics?

In a recent analysis of American-English spelling, Venezky (1999) describes English as a fundamentally alphabetic writing system. It is not surprising, then, that researchers (Carr & Posner, 1995; Adams, 1990) conclude that reading achievement is higher when instructional programs include phonics. Classroom teachers also recognize the importance of phonics for the teaching of reading. When a national sample of kindergarten through second-grade teachers was asked to describe their perspective on phonics instruction, nearly all of them said that phonics is a significant component of their own classroom reading program (Baumann, Hoffman, Moon, & Duffy-Hester, 1998). In its report on early reading, the Committee on the Prevention of Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998), recommend that children develop a knowledge of, and the ability to use, theletter-sound associations of the English language. After analyzing the research in reading, the National Institute of Child Health and Human Development (2000) came to the conclusion that phonics, when taught systematically, significantly improves the reading ability of elementary-age children. The subgroup responsible for assessing the research in phonics instruction reports that a knowledge of phonics not only improves spelling, but it also has a positive effect on children's ability to read and comprehend text (National Institute of Child Health and Human Development, 2000).

While phonics is certainly critical for learning to read the English language, it is only one of many components in a balanced classroom reading program. The International Reading Association (199'7) emphasizes this point, noting that effective phonics instruction should not only lead to independence in reading, but should also be linked to children's reading and writing. In order for you, the teacher, to instruct and support children as they learn and apply phonics to reading and spelling, yob need to understand how written English uses the 26 letters of the alphabet to represent as many as 44 different speech sounds.

How Is This Text Organized?

This text, Phonics for the Teacher of Reading, is set up as a self-paced program of instruction that has proved to be a useful technique for presenting phonics background to readers. Thus, the text will guide you through a series of small steps to help you learn the terminology associated with phonics, develop phonics concepts, and clinch your understandings of how phonics instruction can impact children's reading ability. Brief reviews, comprehensive reviews, and a pretest and posttest will enable you to measure your growth as you follow along.

To further assist you in your study, this latest revision of the text includes 13 new study guides, arranged in tables, which give you concise overviews of the letters, key pronunciation symbols, and generalizations you are studying. For example, the study guide on onsets and rimes lists 50 frequently occurring rimes (vowel and consonant combinations in the English language). To help you apply this information when teaching, a new appendix lists all of the key English sounds and words that represent these sounds.

In addition, scattered throughout this new edition are ten boxed features that explain some of the more intriguing aspects of the history of our English writing system. These selections provide you with interesting information about the sounds of language and explain the reasons why we use certain letters and letter-sound combinations in our language today. These brief accounts will enhance your insight into, and appreciation for, our American-English spelling system.

Through reading and studying this text, you will increase your understanding of the content of phonics, and, as a consequence of this new understanding, your ability to be an effective teacher of reading.

Acknowledgments

We would like to thank the reviewers of this text. We appreciate their insightful guidance: Carol J. Fuhler, Iowa State University; Rosie Webb Joels, The University of Central Florida; Darlene M. Michener, California State University-Los Angeles; Karen Robinson, Otterbein College; and John T. Wolinski, Salisbury State University.

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