DOCUMENT RESUME ED 068 914 CS 000 265 AUTHOR Dawson, Mildred A., Comp. TITLE Teaching Word Recognition Skills. INSTITUTION International Reading Association, Newark, Del. PUB DATE 71 NOTE 308p. AVAILABLE FROMInternational Reading Association, 6 lyre Avenue, Newark, Del. 19711 ($4.00 non-member, $3.00 member) EDRS PRICE MF-$0.65 HC-$13.16 DESCRIPTORS *Beginning Reading; College Students; Context Clues; Elementary School Students; Instructional Materials; Linguistics; *Phonics; Reading Comprehension; *Reading Instruction; *Reading Research; Secondary School Students; Structural Analysis; Visual Discrimination; *Word Recognition ABSTRACT A series of articles with the chief emphasis on phonics as a means of analyzing words is presented. Various articles pertain to elementary, secondary, and college level instruction. The first of the five parts into which the volume is divided is comprised of a single article which gives an excellent overview of the field of word recognition. Part 2 includes a dozen recent articles that present the overall general program of word analysis and the policies that underlie it. In Part 3 are found articles which evaluate certain phonic elements and the utility of generalizations concerning them. For instance, two articles discuss rules that deal with accents on syllables and their effect on the pronunciation of words. Part 4 is concerned with such aspects of word recognition as sight vocabulary, sensory cues, visual discrimination, contextual clues, and phonics. The articles differ from those in Part 3 in that they more narrowly deal with particular aspects of word recognition and are more concerned with methodology. Certain articles were found to be only partially pertinent to a volume dealing with word recognition andare included in a general section in Part 5. Tables and referencesare included. (This document previously announced as ED 047 924.)(DH) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION 4- THIS DOCUMENT HAS BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM -""t THE PERSON OR ORGANIZATION ORIG. INATING IT POINTS OF VIEW OR OPIN. Cr. IONS STATE() DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CO CATION POSITION OR POLICY w TEACHING WORDRECOGNITION SKILLS compiled by Mildred A. Dawson Ira Reprinted from the Publications of the !nternational Reading Association Newark, Delaware 19711 FILMED FROM BEST AVAILABLE COPY INTERNATIONAL READING ASSOCIATION OFFICERS 1970-1971 President: DONALD L.CI.EI.AND, University of Pittsburgh, Pittsburgh, Pev.nsylvania President-elect: TnEonouE L. HARRIS, University of Puget Sound, Tacoma, Washington PastPresident: HELENHuus, University of Missouri, Kansas City, Missouri DIRECTORS Term expiring Spring1971 1%rillimnK. Durr, Michigan State University, East Lansing, Michigan Mildred It Freeman, Urban Laboratory in Education, Atlanta, Georgia Ethel M. King, University of Calgary, Calgary, Alberta Term expiring Spring1972 Thomas C. Barrett, University of Wisconsin, Nladison, Wisconsin Constance M. McCullough, San Francisco State College, San Francisco, California Eileen E. Sargent, Nicola Union High School, Milwaukee, Wisconsin Term expiring Spring1973 Marjorie S. Johnson, Temple University, Philadelphia. Pennsylvania Robert Karlin, Queens College, City University of New York, Flushing, New York Olive S. Niles, State Department of Education, Hartford. Connecticut a a * Executive Secretary-Treasurer:RAITH C. STAIGER, University of Delaware, Newark, Delaware AssistantExecutive Secretary: RONAI.D W. MITCHELL,International Read- ing Association, Newark, Delaware Publications Coordinator: FAYE R. BRANcA, International Reading Asso- ciation, Newark, Delaware a a * Copyright 1971 by the International Reading Associati nn Inc. "PERMISSION TO REPRODUCE THIS COPY All Rights reserved RIGHTED MATERIAL HAS BEEN GRANTED Printed in the United States of America BYInternational Reading Association TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U S OFFICE OF EDUCATION FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER MISSION OF THE COPYRIGHT OWNER CONTENTS* Introductionvii OVERVIEW 2 Teaching Word Recognition Skills limy SingerUniversity of California GENERAL PROGRAM AND POLICIES 16 Why Not an IntensiveGradual PhonicApproach Carol K. ll'inkleyNorthern Illinois University 2.1 The Role of Phonics in Teaching Reading Jack BagfordUniversity of Iowa 30 A Critical Look at Instruction in Word Recognitionat the Elementary Level Juanita LewisColorado State College 35 Word Recognition for the JuniorHigh School Kathleen ClaytonManilas, New York, Public Schools 39 Word Attack Skills for the Retarded Reader inCollege Mildred B. FordVorhees College 43Applying Research Findings in Word Perceptionto Classroom Practice Mildred 1VittickPaterson State College .19Translating Research into Practice: Reading Readiness, Visual Perception, and Auditory Perception Ira E. AaronUniversity of Georgia 56Phonics InstructionWhen? What? For Whom? H. Alan RobinsonHofstra University 60 When Should Phonics Instruction Begin? Joseph BrzeinskiDenver Public Schools 65 Common Sense about Phonics Josephine PiekarzNew York University 69Phonics Materials: A Big Seller Dolores DurkinUniversity of Illinois 71 The Differences between Linguistics and Phonics Dorothy Z. Seymour Ginn and Company THE CURRICULUM IN WORD RECOGNITION 80Fundamental Principles Underlying Phonics Instruction Dolores DurkinUniversity of Illinois 83 The Utility of Phonic Generalizations in the Primary Grades Theodore ClymerUniversity of Minnesota 90 The Utility of Phonic Generalizations in Grades Onethrough Six Mildred Hart BaileyNorthwestern Louisiana State College The articles in this volume have been reprinted from the following InternationalRead. ing Association publications:Proceedings of the Conventions, The Reading Teacher, Handbook for the Volunteer Tutor, and Frst Grade Reading Programs. Originalsource is cited at the beginning of each article. 96 The Usefulness of Phonic Generalizations above the Primary Grades Robert ErnanS Ohio State University 103Usefulness of Phonic Generalizations Lou E. BurmeisterUniversity of Texai 112Utility of Vowel Digraph Generalizations in Grades One through Six Mildred Hart BaileyNorthwestern Louisiana State College 116 When Two Vowels Go Walking Alvina Trott Burrows and Zyra Lourie New York University 120 When Two Vowels Go Walking and Other Such Things Robert Emans Ohio State University 129 Vowel Pairs Lou E. BurmeisterUniversity of Texas 138 A SoundSymbol Frequency Count David R. StoneUtah State University 145 The Effect of Syllabic Position and Accent on the Phonemic Behavior of Single Vowel Graphemes Lou E. BurmeisterUniversity of Texas 150 Which Accent Generalizations Are Worth Teaching? Carol WhalleyNorthern Illinois University INSTRUCTION IN SPECIAL ASPECTS OF WORD RECOGNITION 158Extending the Sight Vocabulary J. Richard ChambersBoston University 160Different Sensory Cues as Aids in Beginning Reading Ethel M. King and Sicgmar Much! University of Alberta and University of Iowa 166Recent Research in Visual Discrimination: Significance for Beginning Reading Siegmar Much! and Ethel M. King University of Iowa and University of Alberta 173Consonant Substitution in Word Attack Charles E. RailsbachLa Grange Park, Illinois, Schools 177First Grade Children Work with Variant Word Endings Irene IV. Hanson Augsburg College 181 Use of Context Clues Robert Emans Ohio State University 188 New Approaches to Easing Word Attack at die Beginning Reader Levels Dorothy DietrichUniondale, New York, Schools 19.1 Phonic Emphasis Approaches Arthur W. HeilmanPennsylvania State University 210 New Alphabet Approaches Edward Fly RutgersThe State University 223Strategies for Teaching SoundLetter Relationships Morton BotelUniversity of Pennsylvania 227 The Teaching of Word Analysis through Perceptual Conditioning Gerald G. GlassAde 1phi University 231Teaching Structural Analysis Leo M. SchellKansas State University iv 4 ARTICLES PARTIALLY RELATED OR VERY GENERAL 238 Word Analysis and Comprehension Donald A. Benz and Robert A. Rosemier Wisconsin State University and Northern Illinois University 2.1.1 Linguistics and the Teaching of Reading Dolores DurkinUniversity of Illinois 219 The Effectiveness of Code- and Meaning-Emphasis Beginning Reading Programs Robert DykstraUniversity of Minnesota 257Linguistics and Reading Problems at the junior High School Level Charles C. FriesUniversity of Michigan 261Vowel Sounds in VCC Words Paula FuldCenter for Urban Education Beginning Reading Project 205 Reading Achievement and Word Recognition Skills Ben H. Hackney, Jr.University of North Carolina 269 PhonemeGrapheme Correspondences in Monosyllabic Words Richard E. HodgesUniversity of Chicago 276 Conference on Perceptual and Linguistic Aspects of Reading Isvan KeislerLos Angeles, California 283 Word Recognition Practice: Basal vs. Phonics Programs George E. MasonUniversity of Georgia 285 A Study of the Techniques of Word Identification H. Alan RobinsonHofstra University 290 Visual Discrimination of Words and Reading Readiness Carol Ann SheaSouthern Connecticut State College 297 What Do Teachers Know about Phonics and Syllabication? George D. Spache and Maly E. BaggeltUniversity of Florida 301Developing Advanced %'ord Perception Skills Diana (blatant,Saginaw, Michigan, Public Schools `..- -.... I .1 The International Reading As- sociation attempts, throughits publications, to provide a forum for a wide spectrum of opinion on reading.This policy permits divergent viewpoints without as- suming the endorsement of