This paper reviews recent research on English spelling and the alphabet, and examines the alphabet in terms of symbols, letter-names, and sounds. English is considerably less phonetic than most Western languages, with many symbols having more than one sound. This factor makes spelling difficult for learners of English as a Second Language (ESL) or…

Describes the concept of phonemic awareness and offers suggestions to classroom teachers on how to enhance phonemic awareness in their students. (PRA)

Argues that learning how to read in an alphabetic system requires children to understand the complex relationship between print and speech. Suggests that prereading and beginning reading instruction should be designed to facilitate the acquisition of phonemic awareness. Recommends specific practices for reading instruction. (RS)

This paper explores the philosophical considerations involved in literacy. It explains that one concept that is emphasized in discussions of literacy is "the basics," which are defined as essential skills, such as the association of phonemes with graphemes. This paper notes that "the basics" movement presently stresses the…

Defining regularity in the English language is not a straightforward matter because of the complex relations between sound and spelling. Predictable patterns are those spellings that can be readily predicted from pronunciation. Rare and unpredictable spellings are found only in a small set of words--probably 10% or less of the vocabulary in…

Argues that phonemic awareness in young readers may be knowledge that is constructed in the unique situation of trying to match speech to an alphabetic orthography. Stages of learning about print, teaching children about written language, and the roles of alphabet recognition and perceptual-motor skills in learning to read are discussed.…

Examines the connections between children's writing and their earlier developed form of graphic symbolism--drawing--and explores research on early writing development. Considers the range of contexts for drawing and writing presented in the classroom. (HTH)

The inability to focus on the rhythmic pattern as a whole is one of the main deficiencies in the teaching of English rhythm, and it is partly responsible for syllabic rhythm in the speech of learners of English as a Foreign Language (EFL). A technique is proposed that isolates the segmental phones and sequences so that EFL learners recognize them.…

Discussion of the teaching of writing, spelling, and reading using code-based literacy methods, such as Orton-Gillingham examines the cognitive challenge of the transition from spoken to graphic word and then reviews new research findings, such as the letter as model for sound variation, ease of spelling the low vowel, and the creation of word…

It is upon a positive literature-based foundation that educators must build excellent curriculum and teaching strategies. It is the job of educators to be trained to integrate the concepts of whole language and direct phonetic instruction so children have the advantage of both schools of thought, to be aware of how children learn most efficiently,…

Focusing on phonograms and generalizations about phonics, this paper presents a comprehensive letter-sound study. The first chapter discusses the phonogram component of phonics, the Arthur Gates study of phonograms in l928, the phonics generalizations studies of the l960s, and the lack of a comprehensive study of the letter-sound relationship. The…

Describes how in the 1960s and 1970s critics of the schools as well as the transitory interests of the schools themselves were the greatest forces for change in basal reader programs. Discusses how current demand for high test scores has influenced those who prepare basal material. (Author/NH)

This book addresses the problems of reading and the teaching of reading in the United States, where 43% of children test below grade level in reading and 42 million adults are functionally illiterate. The book contends that both the whole language approach and phonics are not viable methods of teaching reading and explains why. It argues that the…

Discusses the literature on children's early thinking about written symbols and offers suggestions for teachers seeking to extend that thinking. (FL)

This paper offers seven practical suggestions to teachers who are teaching phonics to hard-to-teach children (the learning disabled, the educable mentally retarded, slow learners, and the culturally disadvantaged) and who are not experiencing the success they desire. The suggestions are made under the following topics: (1) cumulative learning and…