This teacher's guide for teaching decoding contains suggestions for teaching letter sounds and short vowel trigrams; words and syllables with long vowels; consonant blends and some digraphs; some common prefixes, suffixes, and irregular word parts; and dipthongs and vowel digraphs. Each of the five chapters contains several skills to be taught.…

A limited analysis of alternative approaches to phonemic-level word attack instruction is provided in this document. The instruction segment begins with training in letter-sound correspondences for which mastery of certain skills is assumed. Instruction ends with the decoding of novel items having a consonant-vowel-consonant construction. Contents…

Training tasks that comprise the word attack component of phonics reading programs are discussed. Tasks that reflect phonics subskills are drawn from the literature, and variables that appear crucial in distinguishing these tasks are discussed. The analysis is viewed as necessary to generating research questions in a program attempting to assess…

Suggests teaching word attack skills using these steps: present, practice, apply, review, and re-review. (MKM)

This paper offers a rationale for integrating phonics with reading instruction for students with reading disabilities. It then suggests that direct teaching of sounds be provided by constructing "soundsheets" with rows of sound/letter combinations taken directly from the text the child will read after practicing the sounds. (JDD)

Most struggling readers, including those with reading disabilities, have difficulties recognizing printed words. This unique, lucidly written book synthesizes the research on how children learn to read words skillfully and translates it into step-by-step strategies for the classroom. The author demonstrates how to plan and implement a coordinated…

Taking a psycholinguistic approach, this paper presents an overview of vocabulary and word identification instruction. Sources for instructional procedures are discussed rather than detailed suggestions for teaching procedures. Five approaches to word identification are examined: sight vocabulary development, phonic analysis, structural analysis,…

Teaching suggestions and game ideas are presented for teaching basic and more advanced decoding in the primary and intermediate grades. This article is one of four in this issue that comprise the Teacher's Reading Seminar 1979. (SJL)

Phonics teaches learners how to match the letters of the alphabet to the speech sounds they already know. At age five, children who are ready to learn to read have a vocabulary of some 5,000 words and understand far more than that when they hear them. The problem is that there are 44 sounds in English and only 26 letters in the alphabet. Phonics…

This book is designed to provide teachers with the information necessary to help their students to cope successfully and independently with unfamiliar words. Three sources of aid in word identification are discussed, to provide a balance to the current overemphasis on phonics decoding as the only way for children to identify words. The three areas…

Finds that third and fifth graders were able to select characters containing the correct radicals (a component of Chinese characters that provides information about the character's meaning) even when the characters as a whole were unfamiliar to them. Finds that good readers displayed more awareness of radicals than poor readers. (RS)

This article applies research findings to the teaching of phonics, and outlines four instructional steps: (1) introduce letter-sound correspondence in isolation, (2) teach students to blend sounds to read words, (3) provide immediate feedback on oral reading errors, and (4) provide extensive practice. (JDD)

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;…

The Wisconsin Prototypic System of Reading Skill Development is described. The sequential arrangement of behavioral objectives in the word attack component is discussed. Basic linguistic concepts underlying the specification of these behavioral objectives are also considered. (Author)