Phonics in proper perspective
著者
書誌事項
Phonics in proper perspective
Pearson/Merrill/Prentice Hall, c2006
10th ed
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注記
Includes bibliographical references (p. 147-148) and index
内容説明・目次
内容説明
Phonics in Proper Perspective, tenth edition, is designed to provide both the experienced and the prospective teacher with materials that will lead to better understanding of the purpose and limitations of phonics instruction as it relates to teaching reading, concrete practices to follow in teaching the various steps in phonics analysis, and the rationale that underlies particular instructional practices. This book presents phonics as an important part of teaching beginning reading, reflects the notion that teachers should be knowledgeable about the purpose of phonics instruction and its limitations, and the premise that for children to make normal progress in learning to read, they must learn to associate printed letter forms with the speech sounds they represent. Its new features include: Theme of teacher responsibility and accountability-As designed in the education of the student, provides the strength of instruction and the building blocks for emerging learners.
Revision of Chapter 4, Moving into Reading --focuses on the most-common sight words and the importance in recognizing these words in order to excel in today's world.
Linked to NCLB topics and pedagogical highlights.
Emphasis on direct instruction-Provides approaches, insights, and examples to further help develop the teacher and student.
目次
Chapter 1 Phonics: Purpose and Limitations
The Study of Phonics
Variability of Letter-Sounds in English
Selected Readings
Chapter 2 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
The Linguistic (Regular Spelling) Approach
The Individualized Reading and Language Experience Approaches
Whole Language
Selected Readings
Chapter 3 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
Summary
Chapter 4 Moving Into Reading
Contrasting Learning to Speak and Learning to Read
The Case for Expanding Sight Vocabulary
The Blue-Collar Working Words of English
Children as Readers
The Key to Literacy: Independent Readers
Consonant Consistency
Context and Word Meaning
Addressing Children Left Behind
Summary
Chapter 5 Consonant Letter-Sound Relationships
A Word About Sequence
Initial Consonant Letter-Sounds
Context Clues and Phonic Skills: Working Together
Initial Consonant Blends
Initial Consonant Digraphs (sh, wh, th, and ch)
Final Consonants, Blends, and Digraphs
Consonants Irregularities
Summary
Chapter 6 Vowel Letter-Sound Relationships
Phonics Instruction as Overkill
Sequence in Teaching Vowell Letter-Sounds
Short Vowell Sounds
Long Vowell (Gilded) Letter Sounds
Exceptions to Vowel Rules Previously Taught
Vowel Sounds Affected by R
A Followed by I, II, w, and u
The oo Sounds
Dipthongs
Homonyms
The Schwa Sound
Sight-Word List
Summary
Chapter 7 Structural Analysis Skills
Inflectional Endings
Doubling Final Consonants
Compound Words
Working with Plurals
Prefixes and Suffixes
Syllabication
Abbreviations
Recognizing Contractions
Finding Little Words in Big Words
Accent
Stress on Words Within Sentences
Use of the Dictionary as a Word Attack Skill
Summary
Bibliography
Index
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