Laments the past misuse and misunderstanding of phonics. Introduces the term "new phonics" to describe the sophisticated, research-based phonics being used in the basal reading scheme, "Language in Action." (JL)

This manual presents the Spanish decoding skills. Used prior to basic Spanish language primers, it teaches the basic skills necessary for reading Spanish. It is composed of basic listening and sounding activities and work pages used to develop audio-readiness essential to mastery of basic decoding patterns. The sounds of the letters and of letter…

This monograph reviews discussions of the nature of syllables, in order to determine the usefulness of the syllable as a tool in teaching children to read and spell. The review found that the nature of the syllable remains controversial; there are at least four different definitions in the contemporary literature. The sharpest disagreements seem…

Prepared to guide the nonprofessional in helping another person learn to read, this book consists of systematic phonics for the remedial or beginning reader. Some of the pages in the book are addressed to the tutor and some to the learner. Introductory material includes descriptions of reading, the teacher, phonics, tools used in learning to read,…

This teacher's manual presents the Spanish decoding skills. Used prior to basic Spanish language primers, it teaches the basic skills necessary for reading Spanish. The manual is organized into four sections. Section 1 contains day-by-day instructional plans; section 2 contains general information concerning the mechanics of the Spanish language…

Suggests that teaching words with a regular phonetic structure first will help children learn, and presents lists of words with regular phonetic structure and three procedures teachers can use in an instructural program. (JM)

Designed as a practical guide for teachers, this book briefly reviews and discusses various aspects of phonics. Phonics is defined, and the part phonics has played in the teaching of reading in the past is considered. The use of phonics in teaching reading at the present is examined in relation to currently available research on various approaches…

Two groups of first graders (n=63) participated in a 10-day intervention study in which they were instructed in the spelling of five final letter patterns in monosyllabic words. Children receiving phoneme instruction improved accuracy of final pattern spelling as well as speed of word reading over children receiving rime instruction. (Contains…

This study tested the hypothesis that Distar Reading's demonstrated effects with disadvantaged children can be generalized to children with disabilities. The study compared the effects of two synthetic phonics reading programs, Direct Instruction "Reading Mastery" (which incorporated features of Distar Reading) and Addison Wesley's…

This book describes the step-by-step procedures of a program for reading, writing, and spelling. First published in 1972, it has been revised and expanded so that not only teachers but also parents and other interested adults can use the prescribed sequential lesson plans for one-to-one reading and spelling instruction. Stressing a positive…

As part of the development of the phonics-based reading component of the SWRL Model 2 Communication Skills Program for kindergarten through third grade, this set of 166 spelling-to-sound correspondence rules for one- and two-syllable words was created. Designed to accompany a lexicon for beginning reading instruction, this booklet includes an…

Two classes of randomly assigned first graders were given an experimental form of a reading-typewriting program with one typewriter for each child. The program consisted of 25 workbook lessons, each relating to a single phoneme. The computer was used as a program design tool to determine an optimal teaching order of phonemic elements. The children…

This manual presents an English phonetic reading program based upon pictures which provide clues to each fundamental speech in the language. Pupils are thus able, through auditory and visual discrimination exercises, to match an English speech sound with its proper alphabet symbol. For related documents, see FL 003 749, FL 003 750, and FL 003…

Blending and spelling training were compared to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities. Although neither intervention proved superior, the children met the learning criterion with both interventions and demonstrated both maintenance and generalization of their skills. (DB)