Phonics in Proper Perspective

Phonics in Proper Perspective, 8/e

Arthur W. Heilman, Emeritus, Pennsylvania State University

Published June, 1997 by Prentice Hall Career & Technology

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Reading Methods Supplementary Texts-Curriculum and Instruction

Summary

With a focus on the "middle ground", between too much and too little phonics instruction, this is the most successful methods text for phonics ever published. By combining sound principles with solid classroom practices, this text demonstrates how teachers can use the reading process to isolate, identify, and help children master problem phonics tasks.

Features

The philosophy of the text is based on the belief that in order for children to learn to read, they must master and apply letter-sound relationships, must enlarge their sight vocabulary and must be able to profit from context clues.
Concrete practices and suggestions for teachers to follow in order to teach the various "steps" in phonic analysis are presented.
Explores the purpose and limitations of phonics instruction as it relates to teaching reading.
NEW—Completely new treatment regarding the history of phonics and the controversy that has surrounded phonics instruction.
NEW—References to, and a discussion of, the "whole language" movement is now included.
NEW—Some of the rules and generalizations from past editions have been rewritten to reflect standard definitions throughout the text.

Table of Contents

1. Phonics: Purpose and Limitations.
2. Phonics: History and Controversy.
3. Phonics and Reading Instruction.
4. Prerequisites for Phonics Instruction.
5. Consonant Letter-Sound Relationships.
6. Vowel Letter-Sound Relationships.
7. Structural Analysis Skills.
References.
Index.