Phonological awareness and phonics instruction are necessary components of beginning reading instruction and require teachers to have specialized content, pedagogical, and pedagogical content knowledge. This includes knowledge about language structures; reading components, processes, and development; and effective instructional practices. In this…

Several decades of research have established the critical role of phonemic awareness in the development of beginning reading. In particular, phonemic awareness makes early phonics instruction useful for children and facilitates their ability to blend letter sounds while decoding words, to learn sight words reliably, and to spell phonetically. A…

Discusses a number of current documents that reflect the renewed role of phonics in beginning reading instruction. (TO)

Presents a current analysis of vowel regularity done with slightly different parameters. Compares the findings of this analysis to Clymer's classic 1963 study and other studies in order to demonstrate some of the issues that affect interpretation of this kind of analysis. Gives some specific suggestions about the teaching of vowels. (SG)

Describes "Word Building," a system for teaching phonics based on students' natural tendency to seek out pronounceable word parts. Describes how one spelling pattern might be taught in a typical lesson. (SR)

Compares two major methods for teaching phonics. (RB)

It is time educators examined their phonics teaching practices and materials. (Author)

Reviews the literature on phonic generalizations and presents a formula measuring the usefulness of word recognition, concluding that further research is needed. (RB)

Finds evidence for a relationship between children's ability to use word recognition generalizations and their reading achievement, although they may not need to be able to verbalize those generalizations. (Author/FL)

Concludes that children in grades two through six can learn sound-symbol relationships even though they cannot define phonics terms or give examples of them. (DD)

Describes a tool for finding texts that match children's decoding skills. Begins with an overview of current thinking and research on the use of decodable text in beginning reading instruction. Presents five steps to show how teachers can locate decodable texts that match and supplement their phonics instruction. (SG)

Second in a series based on classroom observations, this article recounts missed or misused opportunities for phonics instruction and suggests remedies. (RB)

Examines what is entailed in effective phonics instruction and shows how such instruction can be integrated into a wide variety of approaches to the teaching of beginning reading. Discusses nine guidelines for exemplary phonics instruction that can be incorporated into classrooms using basal readers, whole-language philosophy, or shared reading of…

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)

Suggests an easy method to check phonic skills and learn what help the child needs to improve his reading ability. (TO)