| Formatted Contents Note: |
Phonics: Purpose and Limitations -- The Study of Phonics -- Terminology -- Limitations of Phonics -- Variability of Letter-Sounds in English -- Phonics: History and Controversy -- Early Trends -- Reality Check: Basal Programs -- Sight-word Method versus Phonetic Method -- Criticism Leads to New Phonics Materials -- The Initial Teaching Alphabet (ITA) -- The ITA Instructional Program -- ITA: Postponing the Difficult -- Transfer from the ITA to Traditional Orthography -- The Linguistic (Regular Spelling) Approach -- The Regular Spelling Instructional Program -- The Individualized Reading and Language Experience Approaches -- Whole Language -- Prerequisites for Phonics Instruction -- Phonological Awareness: The First Prerequisite for Phonics Instruction -- Phonemic Awareness: The Second Prerequisite for Phonics Instruction -- Developing Phonemic Awareness -- Visual Discrimination: The Third Prerequisite for Phonics Instruction -- Moving Into Reading -- Contrasting Learning to Speak and Learning to Read -- Context Clues -- How Children Learn to Read -- Introducing Phonics Instruction -- Consonant Consistency -- Becoming Independent Readers -- Structural Clues -- The Blue-Collar Working Words -- Consonant Letter-Sound Relationships -- A Word About Sequence -- Rationale for Teaching Consonant Sounds First -- Initial Consonant Letter-Sounds -- Mental Substitution -- Context Plus Minimal Phonic Cue -- Context Clues and Phonic Skills: Working Together -- Initial Consonant Blends -- Initial Consonant Digraphs (sh, wh, th, and ch).
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