This study compared the effectiveness of reading instruction at the onset-rime level, phoneme level, and whole word level with 48 first graders. Both phoneme and onset-rime groups were significantly more accurate than whole word groups, and there was a tendency for the onset-rime group to outperform all other groups. (Author/DB)

This book is about teaching beginning reading and writing. It is based on the belief that children can be taught to be more observant and conscious of the patterns at work as people communicate--particularly through reading and writing--and that teachers can use what children are able to do and what they are able to see to bring them rapidly and…

Addressing the issues of how phonics is handled in whole language classrooms and the role that phonics plays in reading and learning to read, the content of this book is rooted in the language stories and literacy lessons of teachers' observations of at-risk children learning to read. The book begins with an introduction to one whole language…

This phonics outline is designed as a guide for parents, as a manual for teachers, and as a handbook for those who wish to improve their reading pronunciation skills. The purposes of the handbook are: (1) to show parents what a person needs to know to become a good reader; (2) to provide a convenient source of words that follow rules of phonics;…

Lists 38 ways to more effective teaching of word attack skills. (MKM)

This collection reflects the stance that a truly balanced approach to reading instruction will focus not only on reading but on literacy; integrate language and literacy across disciplines; attend to reading, writing, and other skills and strategies in context; and reflect a coherent integration of as broad a research base as possible. Following a…

Noting that the role of phonics in learning to read is hotly debated, this book speaks to educators who seek to establish sound instructional practice that values phonics as an important tool for understanding and using written language within a balanced, comprehensive program for reading and writing. It explains what phonics is and the…

Using a balanced approach that integrates the language arts and blends teacher and student leadership strategies, this book offers a variety of activities for teaching reading and writing and has a flexible design, making the book adaptable for use at all grade levels. The balanced approach in the book uses a compatible combination of…

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…

In addition to a teacher's having the enjoyment and appreciation of poetry as an educational objective for his/her students, there are numerous objectives that stress learners becoming proficient in hearing phonic elements, such as in rhyme in verse read and written. For example, a student teacher and a cooperating teacher in a second/third grade…

Common misconceptions about children's reading difficulties are discussed, and practical suggestions for classroom remedies are presented. (LH)

Describes how phonics can help deaf students in both speech production and reading despite their inability to obtain auditory feedback. Successful deaf graduate students are reported to use tactile-kinesthetic feedback in interpreting phonetic information. Teachers of younger students are urged to emphasize speech instruction (even if speech is…

This article details a strategy to help students work out unknown multi-syllabic words. The strategy encourages the student to apply phonics skills together with context skills when pronouncing an unknown word. The article includes suggestions for teaching the strategy, for providing daily practice in strategy use, and for adapting the strategy to…

Presents phonic activities based on brand names for teaching primary students basic reading. The first uses familiar brand-name products with rhyming elements in their names. The second has teachers write longer words that rhyme with and have similar spelling patterns to product names. Both activities help students use patterns in familiar words…

Extending the editors' system for word study, this book presents essays by scholars and practitioners who explore letter and word learning in a variety of reading, writing, and language contexts in the primary classroom, with articles that range from detailed observations of individual readers and writers to full-scale analyses of classroom…