Argues against the dominance of applied phonology in the teaching of English pronunciation. A follow-up to the author's Einige Probleme der Aussprache im Englischunterricht der Hauptschule'' (Some Problems of Pronunciation in English Instruction in the Elementary School), Englisch, Mar 1972. (RS)

Shows two major handicaps in the anti-phonics movement which suggest that the future of the movement is doubtful: (1) the demonstrable weakness in both the theory and method of anti-phonics; (2) the increasing confidence that publishes and editors of widely used basal readers are placing in phonics. (BF/JH)

A study examined the use of a phonological awareness intervention program with three children with Down syndrome (ages 7-8). The intervention focused on key skills of alliteration detection, phoneme isolation, spelling of orthographically regular words, and rhyme detection. Results indicate participants improved the phonological awareness skills…

A group of 30 nonreading kindergarten children who received 7 weeks of instruction in phoneme segmentation and letter names/sounds were assessed on segmentation and reading measures. They outperformed a language activities group, which received instruction in letter names/sounds and additional language activities, and a group receiving no…

Two experiments evaluated a program for establishing phonemic segmentation in 16 moderately retarded children, aged 6-19. One assessed whether failure to isolate final phonemes of Consonant-Vowel-Consonant words was due to task requirements or inadequate understanding of task demands. The second evaluated effects of time-based stimulus…

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)

Two studies compare phonology-based instructional strategies designed for improving spelling skills of elementary school children against instruction strategies that rely only on visual exposure of words. In both studies, posttests showed that children taught through psycholinguistic and phoneme awareness methods significantly outperformed the…

Since the phonic abilities of high school shorthand teachers and students affect the students' mastery of dictation and transcription, a study was conducted (1) to develop a dictation/transcription learning cycle depicting the phoneme/grapheme correspondence in the two processes; (2) to determine the phonetic patterns of correspondence of the…

Assessed the effectiveness of exclusion or selection (modified trial-and-error) training in establishing auditory-visual conditional relations. Subjects were boys (ages 8 to 11) with learning problems in school. Found that exclusion training was significantly more effective in teaching new auditory-visual conditional relations and in generating…

Reviews recent theoretical advances in understanding orthographic codes and their relationship to phonological codes in reading acquisition. Discusses different ways in which orthographic skills have been conceptualized. Explores methodological issues in measuring orthographic skills. Stresses importance of multiple orthographic and oral language…

While acknowledging the undeniable differences between a shallow, transparent orthography like that of Spanish and a deep, asymmetrical spelling system such as is found in English, this article asserts that there are also marked similarities between them. Both orthographic systems violate the universal phonemic principle in exactly the same three…

This book remains a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the "bottom" of the reading process. It provides a thorough but very accessible linguistic/psycholinguistic examination of the lowest levels of the reading process. It is both theoretical…

For students with moderate or severe disabilities, developing literacy skills is a critical component of successful communication, employment, and community participation. Finally, educators have a practical, concise guidebook for helping these students meet NCLB's academic standards for literacy. Appropriate for use in all settings, including…

The Report of the National Reading Panel (2000) explains that phonemic awareness instruction and phonics instruction are highly beneficial for students learning to read. In the updated second edition, Edmund V. Starrett provides educators with guidance on teaching phonics as part of a well-planned reading program. This reference book presents the…