Phonics in Proper Perspective

Heilman, A.W. (2006) Phonics in Proper Perspective. NJ: Pearson- Merill-Prentice Hall.

Phonics instruction is concerned with teaching letter-sound relationship only as the child relate to learning to read. A guideline for the instruction is that the optimum amount of it a child should be exposed to is the minimum the child needs to become an independent reader. 

Definiton of key terms:
Phonemic Awareness- refers to the knowledge or understanding that speech consists of a series of sounds and that individual words can be divided into phonemes.

Phonics Instruction- a facet of reading instruction that (1) leads the child to understand that printed letters in printed words represent the speech sound heard when words are pronounced; and (2) involves the actual teaching of which sound is associated with a particular letter or combination of letters.

In order to larn to read the printed code, they must become proficient in segmenting syllables into their constituent phonemes. This ability has been found to be an accurate predictor of success in early reading achievement.

The case for expanding sight vocabulary
Measuring sight vocabulary is the first meaningful teast of reading achievement. expansion of sight vocabulary is the skill that best illustrates the developmental nature of reading. Whenever children are making adequate progress in reading, their stock of sight words is increasing.

Next entry- Phonological Awareness by Gail T. Gillon (2004) NY: The Guilford Press.