Cover image for Phonics in proper perspective
Phonics in proper perspective
Heilman, Arthur W.
Personal Author:
Eighth edition.
Publication Information:
Upper Saddle River, N.J. : Merrill, [1998]

Physical Description:
viii, 141 pages : illustrations ; 24 cm
Format :


Call Number
Material Type
Home Location
Item Holds
LB1573 .H324 1998 Adult Non-Fiction Non-Fiction Area
LB1573 .H324 1998 Adult Non-Fiction Non-Fiction Area

On Order



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

Table of Contents

Chapter 1 Phonics: Purpose and Limitationsp. 1
The Study of Phonicsp. 1
Terminologyp. 2
Limitations of Phonicsp. 5
Variability of Letter-Sounds in Englishp. 5
Chapter 2 Phonics: History and Controversyp. 9
Early Trendsp. 9
Reality Check: Basal Programsp. 11
Sight-word Method versus Phonetic Methodp. 12
Criticism Leads to New Phonics Materialsp. 13
The Initial Teaching Alphabet (ITA)p. 14
The ITA Instructional Programp. 15
ITA: Postponing the Difficultp. 15
Transfer from the ITA to Traditional Orthographyp. 16
The Linguistic (Regular Spelling) Approachp. 17
The Regular Spelling Instructional Programp. 18
The Individualized Reading and Language Experience Approachesp. 19
Whole Languagep. 20
Chapter 3 Prerequisites for Phonics Instructionp. 23
Phonological Awareness: The First Prerequisite for Phonics Instructionp. 23
Phonemic Awareness: The Second Prerequisite for Phonics Instructionp. 29
Developing Phonemic Awarenessp. 29
Visual Discrimination: The Third Prerequisite for Phonics Instructionp. 36
Summaryp. 40
Chapter 4 Moving Into Readingp. 41
Contrasting Learning to Speak and Learning to Readp. 42
Context Cluesp. 42
How Children Learn to Readp. 43
Introducing Phonics Instructionp. 44
Consonant Consistencyp. 46
Becoming Independent Readersp. 46
Structural Cluesp. 47
The Blue-Collar Working Wordsp. 47
Summaryp. 49
Chapter 5 Consonant Letter-Sound Relationshipsp. 51
A Word About Sequencep. 51
Rationale for Teaching Consonant Sounds Firstp. 51
Initial Consonant Letter-Soundsp. 52
Mental Substitutionp. 55
Context Plus Minimal Phonic Cuep. 58
Context Clues and Phonic Skills: Working Togetherp. 59
Initial Consonant Blendsp. 63
Initial Consonant Digraphs (sh, wh, th, and ch)p. 71
Steps in Briefp. 71
Blends in Sentence Contextp. 72
Final Consonants, Blends, and Digraphsp. 74
Consonant Digraphs ch, sh, and th at the End of Wordsp. 77
Consonant Digraphs nk, ng, and ck at the End of Wordsp. 78
Final Consonant Blends (st, sk, ld, mp, and nd)p. 79
Consonant Irregularitiesp. 79
The Two Sounds of c (/k/ and /s/)p. 80
The Two Sounds of g (/g/ and /j/)p. 80
Sounds Represented by the Lettersp. 81
Consonants Not Soundedp. 81
Qu and Que Combinations (/kw/ and /k/)p. 84
Summaryp. 85
Chapter 6 Vowel Letter-Sound Relationshipsp. 87
Phonics Instruction as Overkillp. 87
Sequence in Teaching Vowel Letter-Soundsp. 88
Short Vowel Soundsp. 89
Using Word Familiesp. 90
Minimal Contrast Vowelsp. 94
Combining Teaching of Initial and Medial Vowel Soundsp. 97
Long Vowel (Glided) Letter-Soundsp. 98
Using Visual Patterns as Cues to Soundingp. 98
Teaching Short and Long Sounds Togetherp. 99
Two Vowels, One of Which Is Final ep. 103
Single Final Vowelsp. 104
Exceptions to Vowel Rules Previously Taughtp. 105
Two Adjacent Vowelsp. 106
Medial Vowel Plus Final ep. 106
Vowel Sounds Affected by rp. 106
a followed by I, II, w, and up. 107
The oo Soundsp. 107
Diphthongsp. 108
Diphthong Soundsp. 108
Ow as the Long Sound of op. 110
Homonymsp. 110
The Schwa Soundp. 114
Sight-word Listp. 114
Summaryp. 116
Chapter 7 Structural Analysis Skillsp. 117
Inflectional Endingsp. 118
Adding -s, -ed, and -ing to Wordsp. 118
Adding -er, -est, and -ly to Wordsp. 118
Adding Suffixes Following yp. 119
Doubling Final Consonantsp. 119
Compound Wordsp. 122
Working with Pluralsp. 127
Adding -s to Form Pluralsp. 127
Plurals Formed by Adding -esp. 128
Plurals of Words Ending with yp. 129
Other Plural Formsp. 129
Prefixes and Suffixesp. 131
Syllabicationp. 134
Generalizations Relating to Syllabicationp. 135
Affixes as Syllablesp. 136
Abbreviationsp. 138
Recognizing Contractionsp. 140
Finding Little Words in Big Wordsp. 141
Accentp. 142
Shift in Accentp. 143
Stress on Words Within Sentencesp. 144
Use of the Dictionary as a Word Attack Skillp. 144
Summaryp. 145
Bibliographyp. 147
Indexp. 149