Phonics and Word Study for the Teacher of Reading: Programmed for Self-Instruction (11th Edition)
"Phonics and Word Study for the Teacher of Readingoffers students greater accessibility to phonics and its complexities in a useful format for self-study. The chapters follow a logical progression from general to specific, which is what my students really need.”— Charlotte L. Pass, State University of New York, Cortland “This book uses frequent review and plenty of examples to introduce phonics to preservice teachers.  As a self-guided text, it allows students to proceed at their own pace through a series of exercises that will build a strong foundational understanding of phonemic awareness, phonics and related skills.  The conversational style and accessible vocabulary with which the text is written makes it very user-friendly.”— Kayla S. Zimmer, St. Bonaventure University “The fact that the text is a self-paced tutorial makes it an excellent choice for on-line courses. The Study Guides and Reviews are strategically placed for on-going monitoring of the students.”— James Gaggini, Clarion University “This text exceeds what I expect from a programmed text on phonics.  It is thorough and complete in its coverage, including structural analysis, and it adds interesting sidebars about the history of the English language.  It is a much more interesting read than most programmed texts I have seen.”— Dorothy Morrison, Ohio State University “Barbara Fox’s desire to help teachers is seen in the way she organizes her information into frames with repeated practice so the reader becomes proficient in all the phonetic areas presented in this text.  She has a good grasp of what teachers should know in order to teach phonics and structural analysis in the classroom. The manner in which she presents her information and examples gives the teacher a clear understanding of terminology, letter and sound relationships, and other word identification skills. She shows her creativity in text variety by providing the reader with “Boxes” of background knowledge which offer interesting bits of alphabetic history. The information presented in these sections is appropriately placed within the content.  What a nice feature!” —Donna Schweitzer, Forwood Elementary School, Wilmington, DE