Phonics in Proper Perspective (10th Edition)

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9780131177987: Phonics in Proper Perspective (10th Edition)

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.
  • "synopsis" may belong to another edition of this title.

    From the Publisher:

    The most successful phonics methods book ever published--now in an updated Seventh Edition with a new emphasis on using "the reading process" to isolate and identify problem phonics tasks, and help pupils master them.

    Excerpt. Reprinted by permission. All rights reserved.:

    The purpose of this book is to provide both the experienced and the prospective teacher with materials that will lead to better understanding of the following:

    • 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
    • The rationale that underlies particular instructional practices

    The material in this book reflects several premises:

    • Phonics is an important part of teaching beginning reading.
    • Teachers should be knowledgeable about the purpose of phonics instruction and its limitations.
    • For children to make normal progress in learning to read, they must learn to associate printed letter forms with the speech sounds they represent.
    • Beginning reading instruction must not mislead children into thinking that reading is sounding out letters, or learning sight words, or using context clues.

    Learning to read involves all these skills in the right combination. The optimum amount of phonics instruction for each child is the absolute minimum the child needs to become an independent reader. Excessive phonics instruction will usurp time that should be devoted to reading, can destroy children's interest in reading, and may lead critics to attack phonics instruction rather than bad phonics instruction.

    For the ninth edition, I would like to thank the following reviewers who provided valuable comments and suggestions: Martha Cocchiarella, Arizona State University; Wanda Hedrick, The University of Texas at San Antonio; Rosie Webb Joels, The University of Central Florida; Stephanie Steffey, San Jose State University; Karen R. Travis, Southwestern Oklahoma State University; and Bonita F. Williams, Columbus State University.

    "About this title" may belong to another edition of this title.

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