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| Preface | |
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| Phonological Awareness | |
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| A Reciprocal Relationship | |
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| Phonological Awareness and Cognitive Development | |
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| Stages of Phonological Knowledge | |
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| Phonological Awareness as Part of a Language Program | |
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| Assessing Phonological Awareness | |
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| Rhyming Sounds Survey | |
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| Beginning Sounds Survey | |
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| Segmentation Survey | |
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| Beginning Consonant Correspondences Survey | |
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| Instructional Program for Phonological Awareness | |
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| Rhyme | |
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| Blending | |
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| Beginning Sounds | |
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| Sounds in Words | |
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| Teaching Phonics | |
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| How Words Are Read | |
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| Stages of Literacy | |
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| Early Emergent Stage | |
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| Alphabetic Stage | |
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| Word Pattern Stage | |
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| The Content of Phonics | |
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| Consonants | |
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| Consonant Clusters | |
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| Vowels | |
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| Onset and Rimes | |
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| Guidelines for Teaching Phonics | |
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| Phonemic Awareness and Beginning Consonant Correspondences | |
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| Consonant Correspondence | |
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| Additional Application and Reinforcement | |
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| Shared Reading | |
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| The Role of Invented Spelling | |
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| Language Experience | |
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| Shared Writing | |
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| Using Children's Books | |
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| Using Games and Play Rhymes | |
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| Technology | |
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| Functional Reading | |
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| Holistic Application | |
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| Resources for Teaching Consonant Correspondences | |
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| Resources for Teaching Consonant Digraphs | |
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| Resources for Teaching Advanced Consonant Digraphs | |
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| Consonant Clusters | |
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| Consonant Clusters | |
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| Reinforcement Activities | |
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| Books that Reinforce Consonant Clusters | |
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| Resources for Teaching Consonant Clusters | |
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| Teaching Vowel Patterns | |
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| Vowel Pattern | |
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| Additional High-Payoff Reinforcement Activities | |
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| Scrambled Sentence | |
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| Sorting | |
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| Little Books | |
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| Modified Concentration | |
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| Modified Bingo | |
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| Make-and-Break Technique for Introducing or Reviewing Patterns | |
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| Word Wall | |
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| Secret Word | |
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| Making Words | |
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| Secret Messages | |
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| Flip Charts | |
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| Using a Sound-by-Sound Approach | |
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| Implementing Strategies | |
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| Steps for Figuring out Hard Words | |
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| Using Word Analysis References | |
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| Commercial Materials | |
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| Sight Word Texts | |
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| Decodable Texts | |
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| Software | |
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| Assessing Ability to Read Vowel Patterns | |
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| Vowel Pattern Resources | |
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| Short-a Patterns | |
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| Short-e Patterns | |
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| Short-i Patterns | |
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| Short-o Patterns | |
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| Short-u Patterns | |
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| Long-a Patterns | |
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| Long-e Patterns | |
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| Long-i Patterns | |
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| Long-o Patterns | |
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| Long-u Patterns | |
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| R-Vowel Patterns | |
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| /aw/ Patterns | |
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| Long-/oo/ Patterns | |
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| Short-/oo/ Patterns | |
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| /ow/ Patterns | |
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| /oy/ Patterns | |
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| Organizing and Implementing a Program for Building Phonological Awareness and Phonics Skills and Strategies | |
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| Setting Objectives | |
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| As an Intervention Program | |
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| Selecting Students | |
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| Size of Group | |
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| Scheduling Instruction | |
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| Parts of an Intervention Lesson | |
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| Managing the Lesson | |
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| Teaching the -eel, -eal Patterns to a Small Group | |
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| Coordinated Program | |
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| Staffing | |
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| Monitoring Progress | |
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| Periodic Evaluation | |
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| Parental and Community Involvement | |
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| Ample Opportunity to Read and Write | |
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| Checklist for Evaluating Your Literacy Program | |
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| References | |
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| Reinforcement Rhymes and Songs | |
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| Fold-and-Read Books | |
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| Index | |