Phonics Instruction
Greetings. The following materials are intended to provide an introduction to phonics instruction. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Kyong-Jee Kim
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Report on Learning Disabilities Research, from Reid Lyon,
National Reading Panel
Overview of Reading and Literacy Initiatives
From Letters to Sound
Why Johnny Can't Decode. Washington "Post" articles of October 27, 1996.
Phonics and Whole Language
Preventing Reading Difficulties in Young Children: 1998 report from the National Research Council (NRC)
Phonics: The Right Way & the Wrong Way (Cybertown Education Section)
Phonemic Awareness: An important early step in learning to read.
Phonics in whole language classrooms.
Phonics Online A free course on phonics instruction
The National Council of Teachers of English
The Riggs Institute
Citations from the ERIC Database
AN: EJ643163
AU: Abbott,-Mary; Walton,-Cheryl; Greenwood,-Charles-R.
TI: Phonemic Awareness in Kindergarten and First Grade.
PY: 2002
SO: TEACHING-Exceptional-Children; v34 n4 p20-26 Mar-Apr 2002
DEM: *Beginning-Reading; *Program-Implementation; *Reading-Instruction; *Research-Utilization; *Teaching-Methods; *Theory-Practice-Relationship
DER: Educational-Strategies; Inservice-Education; Kindergarten-; Phoneme-Grapheme-Correspondence; Phonology-; Program-Design; Reading-Strategies
AB: A study investigated how phonemic-awareness research and intervention knowledge was successfully translated for teacher implementation in two kindergarten classes (n=27) over three years. Research-validated strategies were first identified, the research was translated into teacher friendly materials/procedures, teachers participated in choosing implementation strategies, and consultation, training, and modifications were provided. (Contains references.) (CR)
AN: EJ643093
AU: Allor,-Jill-Howard
TI: The Relationships of Phonemic Awareness and Rapid Naming to Reading Development.
PY: 2002
SO: Learning-Disability-Quarterly; v25 n1 p47-57 Win 2002
DEM: *Beginning-Reading; *Phonemics-; *Reading-Difficulties; *Reading-Skills
DER: Elementary-Education; Reading-Processes
AB: This review of research focuses on three issues in reading development: (1) the relationship of phonemic awareness to the variance in reading development not accounted for by rapid naming; (2) the relationship of rapid naming to the variance not accounted for by phonemic awareness; and (3) whether phonemic awareness and rapid naming contribute differentially to subskills of reading development. (Contains references.) (Author/DB)
AN: EJ643048
AU: Flett,-Angela; Conderman,-Greg
TI: 20 Ways To Promote Phonemic Awareness.
PY: 2002
SO: Intervention-in-School-and-Clinic; v37 n4 p242-45 Mar 2002
DEM: *Beginning-Reading; *Learning-Disabilities; *Phoneme-Grapheme-Correspondence; *Phonics-; *Rhyme-; *Teaching-Methods
DER: Class-Activities; Elementary-Education; Phonology-; Preschool-Education
AB: This article presents 20 activities to promote phonemic awareness in students, including teaching nursery rhymes, playing the "I Spy" game using initial sounds of words, creating a sound box, having students sort picture cards based on initial sounds, playing phoneme deletion games, and having students clap and count syllables. (Contains 4 references.) (CR)
AN: EJ643043
AU: Joseph,-Laurice-M.
TI: Helping Children Link Sound to Print: Phonics Procedures for Small-Group or Whole-Class Settings.
PY: 2002
SO: Intervention-in-School-and-Clinic; v37 n4 p217-21 Mar 2002
DEM: *Beginning-Reading; *Group-Instruction; *Learning-Disabilities; *Phoneme-Grapheme-Correspondence; *Reading-Instruction; *Teaching-Methods
DER: Class-Activities; Elementary-Education; Large-Group-Instruction; Peer-Teaching; Small-Group-Instruction
AB: Word boxes and word sorts are two phonic approaches that help children make connections between sound and print by gaining an awareness of the phonological and orthographic features of words. This article provides step-by-step procedures for using these approaches in small-group and whole-class settings. The use of peer tutors is discussed. (Contains 8 references.) (Author/CR)
AN: EJ641014
AU: Norris,-Janet-A.; Hoffman,-Paul-R.
TI: Phonemic Awareness: A Complex Developmental Process.
PY: 2002
SO: Topics-in-Language-Disorders; v22 n2 p1-34 Jan 2002
NT: Theme Issue: Enhancing Academic Performance of Students with LLD.
DEM: *Beginning-Reading; *Child-Development; *Developmental-Stages; *Language-Acquisition; *Language-Impairments; *Phonology-
DER: Elementary-Education; Environmental-Influences; Phoneme-Grapheme-Correspondence; Rhyme-; Speech-Impairments
AB: This article uses a developmental model of language (Situational- Discourse-Semantics or SDS), along with a constellation or neuro-network model, to describe the developmental emergence of phonemic awareness. Ten sources of phonemic awareness are profiled along with developmental continuum, providing an integrated view of this complex development. (Contains references.) (Author/CR)
AN: ED459448
AU: Brackemyer,-Jessica; Fuca,-Debra; Suarez,-Karen
TI: Improving Reading Skills through Phonics Instruction in the Primary Grades.
PY: 2001
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program..
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED459448
DEM: *Instructional-Effectiveness; *Phonics-; *Reading-Improvement; *Reading-Instruction; *Reading-Skills
DER: Action-Research; Grade-2; Integrated-Curriculum; Kindergarten-; Primary-Education; Reading-Research; Student-Attitudes
AB: This report stresses the need to incorporate various methods of teaching as a means of developing an integrated curriculum to address the lack of phonetic skills amongst second grade and kindergarten students. The target population of Site A consisted of a kindergarten classroom in a medium-sized district of a growing middle class community located in a northeastern suburb of Illinois. The target population of Site B was two second grade classrooms located in the same community. Evidence for the existence of the problem included the deficiency of skills from assessments that indicated students' academic performance, teacher observations, and anecdotal records. Analysis of probable cause data revealed a lack of curriculum focus in the area of phonetic instruction. Teachers observed incoming students' lack of retention and transferring skills. The skills taught in the reading curriculum did not meet all students' needs. Possible solutions that were explored in this project included: whole language instruction, basal series lessons, and individualized instruction. Through this process of engaged learning the researchers have examined, analyzed, incorporated, and assessed the learning and transfer of skills of the targeted groups for further commentary. The results of the action research project were favorable. Using supplemental phonics instruction showed that relevant application of skills presented in an active learning environment might have led to meaningful discovery and student success. Students were enthusiastic and looked forward to learning upon entering school each day. Students who get fragmented pieces of knowledge rarely gain understanding. For students to maximize their potential and be successful in life they have to understand that knowledge is life. This understanding will be the foundation needed for students to grow and be life-long learners. Teacher questionnaire is attached. (Contains 30 references and 5 tables.) (Author/RS)
AN: EJ634582
AU: Richgels,-Donald-J.
TI: Phonemic Awareness.
PY: 2001
SO: Reading-Teacher; v55 n3 p274-78 Nov 2001
DEM: *Guides-; *Literary-Criticism; *Phonics-; *Reading-Instruction; *Teacher-Improvement
DER: Elementary-Education
AB: Considers and discusses different ways of teaching phonemic awareness. Suggests that 5 factors should be included to have an adequate background for informed decision making about phonemic awareness instruction. Describes 10 books, guidebooks and activity books with phonemic awareness or phonological awareness in their titles. (SG)
AN: EJ634523
AU: Connelly,-Vincent; Johnston,-Rhona; Thompson,-G.-Brian
TI: The Effect of Phonics Instruction on the Reading Comprehension of Beginning Readers.
PY: 2001
SO: Reading-and-Writing:-An-Interdisciplinary-Journal; v14 n5-6 p423-57 Sep 2001
DEM: *Beginning-Reading; *Phonics-; *Reading-Comprehension; *Reading-Instruction; *Reading-Rate; *Word-Recognition
DER: Primary-Education; Reading-Research
AB: Investigates whether two groups of 6-year-old beginning readers taught to read by a phonics and by a "book experience" non-phonics approach would differ in reading comprehension as well as the processes of word recognition. Finds that the non-phonics approach taught children much faster reading reaction times to familiar words but they scored lower in phoneme segmentation and reading comprehension tasks. (SG)
AN: ED458565
AU: Poliakof,-Anne-Rogers, ed.
TI: Reading: Phonemic Awareness, Vocabulary Acquisition, Teaching and Intervention.
CS: Council for Basic Education, Washington, DC.
PY: 2001
SO: Basic-Education:-A-Monthly-Forum-For-Analysis-and-Comment; v46 n3 Nov 2001
AV: Council for Basic Education, 1319 F St, NW, Ste 900, Washington DC 20004-1152 ($12). Tel: 202-347-4171; Fax: 202-347-5047. Web site: http://www.c-b-e.org. For full text: http://www.c-b-e.org/be/iss0111/a0toc.htm.
NT: Published ten times per year. Theme issue.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED458565
DEM: *Professional-Development; *Reading-Instruction; *Reading-Research; *Reading-Skills; *Vocabulary-Development
DER: Early-Intervention; Elementary-Education; High-Risk-Students; Online-Courses; Reading-Failure
AB: To spread the word that reading instruction must be based on research and to improve the preparation of teachers to teach reading, this edition of "Basic Education" emphasizes some of the most significant findings of recent reading research and suggests how these findings should translate into immediate action and policy. The first article, "A Primer on Phonemic Awareness: Why It's a Good Idea" (Edward J. Kame'enui and Deborah C. Simmons), looks at the "unambiguous" scientific evidence that, to learn to read, children must be taught to recognize phonemes in spoken words. The second article, "Vocabulary Acquisition: Direct Teaching and Indirect Learning" (Jean H. Osborn and Bonnie B. Armbruster), explores how children learn new vocabulary and the connection between vocabulary, reading comprehension, and school achievement. The third article, "Early Intervention for Children At-Risk for Reading Failure" (G. Reid Lyon and Jack M. Fletcher), examines the importance for children at-risk for reading failure of early intervention, which could greatly reduce the number of school-age children needing compensatory help later on. The last article, "On-Line Staff Development in Reading Skills" (Melissa B. Hayden and Muriel V. Berkeley), reports on the reading skills course the authors offered online to elementary school teachers, finding that teachers were grateful and eager for the research-based instruction and the flexibility of the online experience. (NKA)
AN: ED445320
AU: Ediger,-Marlow
TI: Issues in Reading Instruction.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED445320
DE: *Phonics-; *Reading-Achievement; *Reading-Instruction; *Whole-Language-Approach
DE: Elementary-Education; Public-Schools; Student-Needs; Teacher-Role
AB: Presently, reading is much discussed by senators, representatives, and state legislatures--the debate is on the following issues in reading instruction: (1) having all students in public school achieve at grade level as a reading minimum; (2) accountability of teachers for student achievement; (3) teachers having high achievement expectations from each student; (4) teacher testing to demonstrate teaching skills/abilities; and (5) educational bankruptcy laws and vouchers for schools whose students do poorly on tests. What is minimized or avoided in the discussion is what legislative bodies can do, such as provide moneys for constructing school buildings, give verbal and moral support to the public schools, and offer adequate salaries to teachers. An issue that has been with reading specialists for some time is the whole language versus phonics debate. Recommended is the following in phonics instruction: use phonics instruction as needed to assist a student to identify the unknown word; use a more systematic approach if a learner can benefit from phonics to recognize unknown words; use phonics in an informal way to make these learnings enjoyable; use phonics as a functional approach in recognizing unknown words and not phonics for its own sake; and use work book pages in phonics if they serve a useful purpose. Another question arises as to who should sequence student learning in the reading curriculum. These and other issues, such as technology use in reading instruction, need to be discussed with an attempt made at achieving synthesis. (NKA)
AN: EJ611126
AU: O'Connor,-Rollanda-E.; Padeliadu,-Susana
TI: Blending versus Whole Word Approaches in First Grade Remedial Reading: Short-Term and Delayed Effects on Reading and Spelling Words.
PY: 2000 SO: Reading-and-Writing:-An-Interdisciplinary-Journal; v13 n1-2 p159-82 Sep 2000
DE: *Phonics-; *Reading-Difficulties; *Reading-Instruction; *Sight-Method; *Tutoring-
DE: Grade-1; Primary-Education; Reading-Research
AB: Presents a study where 12 poor readers of first grade were randomly assigned to one of two daily tutoring conditions designed to teach children to read regularly spelled short words by either blending sounds to form words, or cumulative introduction of whole words. Finds no initial difference, but finds different results in delayed posttest one week later. (SC)
AN: EJ611092
AU: Ediger,-Marlow
TI: Phonics and Poetry in the Curriculum.
PY: 2000 SO: Reading-Improvement; v37 n2 p56-60 Sum 2000
DE: *Phonics-; *Poetry-
DE: Class-Activities; Elementary-Education; Language-Arts; Reading-Instruction; Rhyme-; Student-Teachers; Writing-Instruction
AB: Describes how some student teachers and cooperating teachers guided pupils in learning phonics through a study of rhyming poetry. Discusses class activities involved in teaching couplets, triplets, imagery in poetry, quatrains, alliteration, limericks, and onomatopoeia, and the rhyme and phonics elements involved. (SR)
AN: EJ604656
AU: Dahl,-Karin-L.; Scharer,-Patricia-L.
TI: Phonics Teaching and Learning in Whole Language Classrooms: New Evidence from Research.
PY: 2000 SO: Reading-Teacher; v53 n7 p584-94 Apr 2000
DE: *Phonics-; *Reading-Achievement; *Reading-Improvement; *Reading-Instruction; *Whole-Language-Approach
DE: Classroom-Research; Grade-1; Primary-Education; Reading-Research
AB: Investigates eight first-grade whole language classrooms in terms of what phonics skills and concepts were taught, where phonics instruction occurred, and how it was conducted. Shows gains in ability to decode and encode words for all students. Finds that teachers responded to individual needs of learners, and that skills were taught within the context of meaningful reading and writing activities. (SR)
AN: ED439388
AU: Ediger,-Marlow
TI: Phonics in the Teaching of Reading.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED439388
DE: *Beginning-Reading; *Phonics-; *Reading-Instruction; *Reading-Skills; *Whole-Language-Approach
DE: Elementary-Education; Student-Needs; Word-Recognition
AB: This paper begins with an overview of necessary word recognition skills and the debate between use of phonics versus whole language. The paper gives a useful 5-step strategy for decoding unfamiliar words: (1) use context clues; (2) try the sound of the initial consonant, vowel, or blend in addition to context clues; (3) check for structural clues; (4) use phonics generalizations to sound out as much of the word as necessary; and (5) consult the dictionary. It then discusses phonics integrated with content from reading, contends that there are suitable times to teach phonics, and outlines some basic principles in teaching phonics. The paper emphasizes that phonics should be taught as a means to an end, not an end in and of itself. The paper then discusses the different philosophies of phonics instruction: advocates of the basics believe that there is a core of phonics principles and generalizations that students should learn and use, while there are other teachers who emphasize a strong program of phonics instruction with a well-developed scope and sequence. Individualized reading, a holistic approach in reading instruction, is also discussed in the paper, as is behaviorism and the reading curriculum. The paper concludes with a consideration of objectives in the teaching of reading. (NKA)
AN: ED435961
AU: Ediger,-Marlow
TI: Using Poetry To Teach Phonics.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED435961
DE: *Phonics-; *Poetry-; *Reading-Processes
AB: Hearing poetry read aloud should help pupils to achieve feelings of being relaxed and reenergized. Poetry might help pupils to achieve vital objectives in reading. Phonics instruction could become an inherent part of the reading of poems. For example, a student teacher and a cooperating teacher introduced pupils to a unit on "Poetry with Rhyme" which involved the teaching team reading personally composed couplets to pupils. Pupils were asked to choose two words which rhyme; peer writing was then emphasized with each set of two writers writing a couplet. Pupils again selected the two rhyming words to add to those contained in the couplet. Learners then brainstormed additional rhyming words having more than a single letter for an onset. There was much enthusiasm in brainstorming sessions to obtain rhyming words. Learners seemingly were able to use the onset/rime approach to determine unknown words in reading as well as to use a variety of words to show clarity and diversity of words in written discourse. Triplets and quatrains were also written in this manner. Finally the teaching team led the class in writing a limerick, after they first prepared by reading two Edward Lear limericks and discovered the ingredients by observing the written form on the screen. Poetry writing can be an enjoyable way to learn what is useful in word recognition. (NKA)
AN: ED435091
AU: Dwyer, Edward J.; Ralston,-Elizabeth
TI: Teaching Students To Use Phonics Effectively with Emphasis on Rimes and Onsets.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED435091
DE: *Beginning-Reading; *Phonics-
AB: The teaching of phonics, the relationship of sounds to letters in an alphabetic language like English, is important for success in learning to read competently. Noting that there continues to be much debate as to what constitutes good phonics instruction, this paper presents a rather simple but basically sound and inexpensive approach for teaching phonics. It cites four basic principles and then gives directions for producing a phonics instruction kit. The kit, with accompanying instructional strategies, can provide instructors with a means for fostering the learning of phonics among readers. Appendixes contain a lesson plan model for fostering the learning of a consonant, and a list of common rimes and key words. (NKA)
AN: ED434311
TI: Reading: Phonics Tool Kit.
CS: Oklahoma State Dept. of Education, Oklahoma City.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED434311
DE: *Oral-Reading; *Phonics-; *Reading-Comprehension; *Reading-Instruction; *Reading-Skills
AB: This "how-to" booklet was compiled by Oklahoma's "Phonics Task Force" to help teachers of K-3 students further incorporate phonics into daily reading instruction using a systematic approach--one that is logical, sequential, and orderly. The booklet states that the use of phonics in Oklahoma's core curriculum has been promoted since 1991. It also states that the "Phonics Task Force," compiled of exceptional elementary school teachers, administrators, and reading specialists, developed the booklet to assist elementary classroom teachers document reading skill development in their students. Pointing out that the phonics method has been proven to work for many students, the booklet's "Phonics Tool Kit" contains reading record sheets for the following seven reading categories: print awareness, phonemic awareness, phonics, oral reading, comprehension, spelling, and writing. (Contains a glossary of terms and a 50-item list of teacher resources.) (NKA)
AN: ED434307
AU: Ediger,-Marlow
TI: Integrating Whole Language & Phoni
CS: New Options in Teaching Reading.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED434307
DE: *Individualized-Instruction; *Instructional-Innovation; *Phonics-; *Reading-Aloud-to-Others; *Reading-Instruction; *Whole-Language-Approach
AB: Considering the debate in reading instruction between whole language and phonics, this paper suggests personalizing the teaching of reading using both methods of reading instruction. It gives two examples of how personalized units of reading instruction were used. The paper suggests giving pupils ample opportunities to choose and read a library book of personal choice. Suggesting the use of "Big Books" to be read and discussed together in the classroom, it lists 5 features that make for personalized reading with the Big Book approach. The paper lists 5 ways that the basal reading approach may become more personalized for pupils. Next, it mentions 5 things teachers need to consider when dealing with one-on-one instruction in the classroom. The paper concludes that pupils need to become good readers so that a wholesome self-concept may evolve and utilitarian needs are met through reading proficiently in school and in society. (SC)
AN: EJ587700
AU: Chard,-David-J.; Osborn,-Jean
TI: Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Accessibility.
PY: 1999 SO: Learning-Disabilities-Research-and-Practice; v14 n2 p107-17 Spr 1999
DE: *Instructional-Effectiveness; *Phonics-; *Reading-Difficulties; *Reading-Instruction; *Reading-Strategies; *Word-Recognition
AB: Examines the content and instructional plans for phonics and word recognition to be used with children with reading disabilities. Information is provided about the content of effective word-recognition instruction. Guidelines are included on other aspects of reading instruction that are central to accessible classroom programs. (Author/CR)
AN: EJ587550
AU: Dahl,-Karin-L.; Scharer,-Patricia-L.; Lawson,-Lora-L.; Grogan,-Patricia-R.
TI: Phonics Instruction and Student Achievement in Whole Language First-Grade Classrooms.
PY: 1999 SO: Reading-Research-Quarterly; v34 n3 p312-41 Jul-Sep 1999
DE: *Academic-Achievement; *Beginning-Reading; *Decoding-Reading; *Instructional-Effectiveness; *Phonics-; *Whole-Language-Approach
AB: Analyzes phonics teaching and learning in eight whole-language first-grade classrooms from October through May. Finds that foundation concepts (phonemic and phonological awareness, phonemic segmentation) and letter-sound relationships were taught and that teachers differentiated phonics instruction based on learned development and ongoing assessments. Documents achievement gains for 178 students. (SC)
AN: ED432729
AU: Ediger,-Marlow
TI: Whole Language versus Phonics (What Is Really the Issue?).
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED432729
DE: *Beginning-Reading; *Phonics-; *Reading-Instruction; *Student-Needs; *Whole-Language-Approach
AB: Much is written and spoken about in terms of whole language versus phonics in early reading instruction in the public schools, but the issue between whole language versus phonics probably pertains to what is needed by individual pupils. There are advantages as well as disadvantages for whole language approaches in reading instruction. Needs differ from pupil to pupil. Thus a learner may need little or no phonics to identify unknown words, while another learner may need much phonics to become a proficient reader. If a pupil cannot identify a word, perhaps phonics instruction is needed at that point. Based on needs, the following individual programs of instruction should be adopted for a personalized program of reading instruction: (1) Reading Recovery; (2) basal texts (carefully chosen); (3) library books; (4) Big Books; and (5) experience charts for early primary grade pupils. If the pupil's needs in reading are looked at, this might well minimize the debate on whole language versus phonics. (Contains 12 references.)
AN: EJ579277
AU: Moustafa,-Margaret; Maldonado-Colon,-Elba
TI: Whole-to-Part Phonics Instruction: Building on What Children Know to Help Them Know More.
PY: 1999 SO: Reading-Teacher; v52 n5 p448-58 Feb 1999
DE: *Beginning-Reading; *Emergent-Literacy; *Phoneme-Grapheme-Correspondence; *Phonics-; *Reading-Instruction
AB: Reviews research on the question of how to best teach letter-sound correspondences in beginning reading instruction. Describes a new, child-friendly, research-based way of teaching letter-sound correspondences to English- and Spanish-speaking children, which is not only explicit, systematic, and extensive, but also context embedded and meaningful. (SR)
AN: EJ592853
AU: Stahl,-Steven-A.
TI: Teaching Children with Reading Problems To Deco
DE: Phonics and "Not-phonics" Instruction.
PY: 1998 SO: Reading and Writing-Quarterly:-Overcoming-Learning-Difficulties; v14 n2 p165-88 Apr-Jun 1998
DE: *Decoding-Reading; *Instructional-Effectiveness; *Phonics-; *Reading-Difficulties; *Reading-Instruction
AB: Suggests that children often get confusing or conflicting instruction that possibly exacerbates initial problems. Reviews approaches to teaching children with reading problems. Concludes that effective phonics instruction for children with reading problems is both novel and systematic. Recommends a two-pronged solution: provide one clear and consistent program of phonics instruction, and provide copious amounts of reading of connected text. (RS)
AN: ED435086
TI: Phonemic Awareness and the Teaching of Reading. A Position Statement from the Board of Directors of the International Reading Association.
CS: International Reading Association, Newark, DE.
PY: 1998
AV: International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (single brochure copies free on request when accompanied by stamped, self-addressed envelope). Web site: .
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED435086
DE: *Beginning-Reading; *Emergent-Literacy; *Phonics-; *Reading-Instruction; *Student-Needs
AB: This position paper considers the complex relation between phonemic awareness and reading. The paper seeks to define phonemic awareness (although there is no single definition), stating that it is typically described as an insight about oral language and in particular about the segmentation of sounds that are used in speech communication. It also differentiates between phonemic awareness and phonological awareness, terms which are sometimes used interchangeably. The paper discusses many aspects of phonemic awareness, including research findings (and how they might be misused or overgeneralized), and how phonemic awareness can be taught. The paper contends that the following teacher suggestions will lead to the development of phonemic awareness and success in learning to read: offer students a print-rich environment within which to interact; engage students with surrounding print as readers/writers; engage children in language activities that focus on both the form and the content of spoken and written language; provide explicit explanations in support of student's discovery of the alphabetic principle; and provide opportunities for students to practice reading/writing for real reasons in a variety of contexts to promote fluency and independence. An extensive list of suggested readings concludes the paper. (NKA)
AN: ED429276
AU: Smith,-Carl-B.; Ruff,-Regina
TI: Phonics Plus, Book B: Short Vowel Patterns, Long Vowel Patterns.
CS: Family Learning Association, Bloomington, IN.
PY: 1998
AV: Family Learning Association, 3901 Hagen St., Suite H, Bloomington, IN 47401 ($11.95).
NT: For Book A, see CS 013 523.
PR: EDRS Price MF01/PC06 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED429276
DE: *Beginning-Reading; *Phonics-; *Reading-Skills; *Vowels-
AB: By actively involving the child in hearing, saying, seeing, and writing the letters and sounds, this workbook develops a child's skill in recognizing consonant sounds as well as the most important short and long vowels through a series of 70 lessons. It is appropriate for parents to use with advanced first grade children. By using this learning technique, the workbook quickly focuses the child's attention and reinforces basic skills. This approach also encourages the child to create and to write from the very first lesson. (RS)
AN: ED429275
AU: Smith,-Carl-B.; Ruff,-Regina
TI: Phonics Plus, Book A (Levels K-1).
CS: Family Learning Association, Bloomington, IN.
PY: 1998
AV: Family Learning Association, 3901 Hagen St., Suite H, Bloomington, IN 47401 ($11.95).
NT: For Book B, see CS 013 524.
PR: EDRS Price MF01/PC05 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED429275
DE: *Beginning-Reading; *Phonics-; *Reading-Skills
AB: By actively involving the child in hearing, saying, seeing, and writing the letters and sounds, this workbook develops a child's skill in recognizing the alphabet and the initial sounds in words through a series of 78 lessons. It is appropriate for parents to use with their kindergarten and beginning first grade children. By using this learning technique, the workbook quickly focuses the child's attention and reinforces basic skills. This approach also encourages the child to create and to write from the very first lesson. After a preface and advice on getting started, sections of the workbook focus on printing letters of the alphabet, consonant letters and sounds, and the short vowels. (RS)
AN: EJ573309
AU: Groff,-Patrick; Lapp,-Diane; Flood,-James
TI: Where's the Phonics? Making a Case for Its Direct and Systematic Instruction.
PY: 1998 SO: Reading-Teacher; v52 n2 p138-44 Oct 1998
NT: See EJ 548 863 for the original article.
DE: *Instructional-Effectiveness; *Phonics-; *Reading-Instruction
AB: Disagrees with an earlier article in this journal about the dispute among reading-instruction specialists as to how phonics is best taught. Argues for direct and systematic phonics instruction. Presents a response to Groff, agreeing that children need explicit phonics instruction but arguing that an instructional approach that acknowledges the effects of context is essential. Includes Groff's reply. (SR)
AN: EJ571300
AU: Adams,-Marilyn-Jager; Foorman,-Barbara-R.; Lundberg,-Ingvar; Beeler,-Terri
TI: The Elusive Phoneme; Why Phonemic Awareness Is So Important and How To Help Children Develop It.
PY: 1998 SO: American-Educator; v22 n1-2 p18-29 Spr-Sum 1998
NT: Theme issue: "The Unique Power of Reading and How To Unleash It." Comments on and presents excerpts from "Phonemic Awareness in Young Children: A Classroom Curriculum" by the authors of this article.
DE: *Curriculum-; *Elementary-School-Students; *Kindergarten-Children; *Phonemics-; *Reading-Skills; *Skill-Development
AB: The 51 lessons in the full curriculum show how children can be brought step-by-step to understand the architecture of their language through phonemic awareness and how this understanding prepares them for reading and writing. Activities, some of which are presented, are developed for kindergarten but can be used in first grade or special education. (SLD)
AN: EJ570177
AU: Smith,-Corinne-Roth
TI: From Gibberish to Phonemic Awareness: Effective Decoding Instruction.
PY: 1998 SO: TEACHING-Exceptional-Children; v30 n6 p20-25 Jul-Aug 1998
DE: *Beginning-Reading; *Decoding-Reading; *Phonemics-; *Phonology-; *Reading-Difficulties
AB: Stresses the importance of the development of phonemic awareness skills for students with reading difficulties. Research suggesting phonemic awareness may be a more powerful predictor for reading progress than IQ is noted. Insets offer specific phonological awareness assessment tasks and corresponding phonological awareness instructional tasks. (DB)
AN: ED424559
AU: Pinnell,-Gay-Su; Fountas,-Irene-C.
TI: Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom.
PY: 1998
AV: Heinemann, 88 Post Rd., W., Box 5007, Westport, CT 06881-5007; Tel: 800-793-2154 (Toll-Free); Fax: 203-222-1502 ($32.50).
NT: A companion volume to "Guided Reading: Good First Teaching for All Children," ED 400 506.
PR: Document Not Available from EDRS.
DE: *Phonics-; *Reading-Instruction; *Spelling-Instruction; *Word-Recognition; *Writing-Instruction
AB: This book presents essential information on designing and implementing a high-quality, systematic literacy program to help children learn about letters, sounds, and words. The central goal is to teach children to become "word solvers": readers who can take words apart while reading for meaning, and writers who can construct words while writing to communicate. The book presents the theoretical underpinnings and practical wherewithal of word study in three contexts: word study, writing, and reading. After an introduction, chapters in the book are: (1) Eight Principles of Literacy Learning; (2) Designing a Quality Literacy Program; (3) Becoming a Word Solver; (4) A Dynamic Classroom Environment for Word Solving; (5) Interactive Word Walls and Charts; (6) What Teachers Need to Know about Language; (7) Building on Early Learning; (8) What's in a Word- Phonological and Orthographic Awareness; (9) What Children Need to Know about Letters and Words; (10) Assessing What Children Know; (11) Word-Solving Strategies: Organize to Teach; (12) Teaching for Print and Sound Knowledge; (13) Word Explorers: Teaching Strategies That Promote Active Inquiry; (14) A Comprehensive Word Study System; (15) Interactive Writing: Developing Word-Solving Strategies; (16) The Writing Workshop: Support for Word Learning (by Mary Ellen Giacobbe); (17) Reading Instruction: Systematic Observation and Teaching for Word Solving; (18) Guided Reading: Powerful Teaching for Word Solving; (19) Establishing Benchmarks for Progress; and (20) Thinking Comprehensively about Word Solving. Contains 51 references; appendixes contain a list of alphabet books and books for word play, an alphabet linking chart, 31 word lists, and 19 perforated materials. (RS)
 Phonics Plus Book A |
Other Resources (available either for sale or via interlibrary loan)
Title: Phonics for the teacher of reading :programmed for self-instruction.
Authors: Fox, Barbara J.; Hull, Marion A.
Year: 2002
Publisher: Merrill.
Title: Phonics exposed :understanding and resisting systematic direct intense phonics instruction.
Author: Meyer, Richard J.
Year: 2001
Publisher: Lawrence Erlbaum Associates.
Title: Phonics in action.
Authors: Beals, Jane.; Beals, Graeme.
Year: 2001
Publisher: World Teachers Press.
Title: Sound it out! :phonics in a balanced reading program.
Author: Savage, John F., 1938-
Year: 2001
Publisher: McGraw-Hill
Title: Word journeys :assessment-guided phonics, spelling and vocabulary instruction.
Author: Ganske, Cathy.
Year 2000
Publisher: Guilford.
Title: Systematic sequential phonics they use :for beginning readers of any age.
Author: Cunningham, Patricia Marr.
Year: 2000
Publisher: Carson-Dellosa Pub. Co.
Title: Phonics they use :words for reading and writing.
Author: Cunningham, Patricia Marr.
Year: 2000
Publisher: Longman.
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