ABSTRACT
I. Introduction II. Development of Grapheme-Phoneme Correspondence Knowledge
A. Oral Reading Errors and Phonics B. Terminology C. Definition of Phonics D. Consonant Correspondences
1. Beginning Consonant Correspondences 2. Middle and End Consonant Correspondences 3. Rhyming and the Phonograms 4. Beginning and Ending Consonant Clusters 5. Teaching Consonant Correspondences
E. Vowel Grapheme-Phoneme Correspondences 1. Short Vowel Correspondences 2. Long or Glided Vowel Correspondences 3. Modified Vowel Correspondences 4. Diphthongs 5. R-Controlled Vowels 6. Teaching Vowel Correspondences
III. Development of Structural or Morphemic Analysis Knowledge A. Morphology and Morphemes B. Teaching the Inflectional Endings C. Teaching the Inflectional Changes D. Teaching Compound Words E. Teaching Contractions F. Teaching Roots, Prefixes, and Suffixes G. Teaching Hyphenated Words H. Developing Syllabication Skills
1. Development in Syllabication 2. Syllabication Rules
I. Developing Accentuation Skills J. Exercises and Activities
IV Summary
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Chapter 5 discussed the predictive nature of the reading process and concluded that efficiency of prediction, especially of focal prediction, depends to a great degree upon the reader's knowledge of and ability to use the within-word cues, and upon developing automatic semantic activation.
