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| Phonics: Purpose and Limitations | |
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| The Study of Phonics | |
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| Terminology | |
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| Limitations of Phonics | |
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| Variability of Letter-Sounds in English | |
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| Phonics: History and Controversy | |
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| Early Trends | |
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| Reality Check: Basal Programs | |
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| Sight-word Method versus Phonetic Method | |
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| Criticism Leads to New Phonics Materials | |
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| The Initial Teaching Alphabet (ITA) | |
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| The ITA Instructional Program | |
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| ITA: Postponing the Difficult | |
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| Transfer from the ITA to Traditional Orthography | |
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| The Linguistic (Regular Spelling) Approach | |
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| The Regular Spelling Instructional Program | |
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| The Individualized Reading and Language Experience Approaches | |
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| Whole Language | |
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| Prerequisites for Phonics Instruction | |
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| Phonological Awareness: The First Prerequisite for Phonics Instruction | |
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| Phonemic Awareness: The Second Prerequisite for Phonics Instruction | |
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| Developing Phonemic Awareness | |
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| Visual Discrimination: The Third Prerequisite for Phonics Instruction | |
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| Summary | |
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| Moving Into Reading | |
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| Contrasting Learning to Speak and Learning to Read | |
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| Context Clues | |
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| How Children Learn to Read | |
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| Introducing Phonics Instruction | |
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| Consonant Consistency | |
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| Becoming Independent Readers | |
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| Structural Clues | |
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| The Blue-Collar Working Words | |
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| Summary | |
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| Consonant Letter-Sound Relationships | |
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| A Word About Sequence | |
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| Rationale for Teaching Consonant Sounds First | |
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| Initial Consonant Letter-Sounds | |
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| Mental Substitution | |
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| Context Plus Minimal Phonic Cue | |
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| Context Clues and Phonic Skills: Working Together | |
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| Initial Consonant Blends | |
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| Initial Consonant Digraphs (sh, wh, th, and ch) | |
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| Steps in Brief | |
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| Blends in Sentence Context | |
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| Final Consonants, Blends, and Digraphs | |
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| Consonant Digraphs ch, sh, and th at the End of Words | |
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| Consonant Digraphs nk, ng, and ck at the End of Words | |
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| Final Consonant Blends (st, sk, ld, mp, and nd) | |
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| Consonant Irregularities | |
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| The Two Sounds of c (/k/ and /s/) | |
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| The Two Sounds of g (/g/ and /j/) | |
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| Sounds Represented by the Letters | |
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| Consonants Not Sounded | |
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| Qu and Que Combinations (/kw/ and /k/) | |
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| Summary | |
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| Vowel Letter-Sound Relationships | |
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| Phonics Instruction as Overkill | |
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| Sequence in Teaching Vowel Letter-Sounds | |
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| Short Vowel Sounds | |
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| Using Word Families | |
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| Minimal Contrast Vowels | |
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| Combining Teaching of Initial and Medial Vowel Sounds | |
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| Long Vowel (Glided) Letter-Sounds | |
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| Using Visual Patterns as Cues to Sounding | |
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| Teaching Short and Long Sounds Together | |
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| Two Vowels, One of Which Is Final e | |
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| Single Final Vowels | |
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| Exceptions to Vowel Rules Previously Taught | |
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| Two Adjacent Vowels | |
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| Medial Vowel Plus Final e | |
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| Vowel Sounds Affected by r | |
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| a followed by I, II, w, and u | |
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| The oo Sounds | |
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| Diphthongs | |
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| Diphthong Sounds | |
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| Ow as the Long Sound of o | |
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| Homonyms | |
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| The Schwa Sound | |
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| Sight-word List | |
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| Summary | |
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| Structural Analysis Skills | |
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| Inflectional Endings | |
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| Adding -s, -ed, and -ing to Words | |
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| Adding -er, -est, and -ly to Words | |
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| Adding Suffixes Following y | |
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| Doubling Final Consonants | |
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| Compound Words | |
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| Working with Plurals | |
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| Adding -s to Form Plurals | |
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| Plurals Formed by Adding -es | |
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| Plurals of Words Ending with y | |
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| Other Plural Forms | |
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| Prefixes and Suffixes | |
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| Syllabication | |
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| Generalizations Relating to Syllabication | |
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| Affixes as Syllables | |
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| Abbreviations | |
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| Recognizing Contractions | |
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| Finding Little Words in Big Words | |
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| Accent | |
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| Shift in Accent | |
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| Stress on Words Within Sentences | |
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| Use of the Dictionary as a Word Attack Skill | |
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| Summary | |
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| Bibliography | |
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| Index | |