A Linguistic Perspective on
Phonics
Freeman and Freeman
Chapter 6
Phonics basics
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Key elements
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Logical, systematic instruction
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Phonemic awareness
Sound-letter correspondence
Target particular letter-sound correspondence
Explicitly state rules
Provide examples and practice
Provide sequenced progression of lessons
Improves word recognition, spelling and reading
comprehension for all children (NRP)
Linguistic studies
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Smith (1971)
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Paulson & Freeman (2003)
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211 sound-letter correspondences (166 rules, 45 exceptions)
Larger context has to be considered to determine sound (cite,
city; read; wind)
Readers do not fixate words 1 letter at a time
Readers fixate only 60-80% of words
Readers fixate content words more than function words
Clymer (1963): How often do commonly taught
phonics rules work?
Arguments against phonics:
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Nasal assimilation – general phonological rule
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plural  [s]
plural  [z]
plural  [Iz]
“cat + s”
“dog + s”
“bush + es”
Reduced vowel [ə] and word stress
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“finger”
“singer”
Plural formation – morphophonemic rule
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“ng”  [ŋg]
“ng”  [ŋ]
“anemone”
Syllable structure more identifiable than
phonemes
Importance of PA in developing
literacy
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Inconsistency of oral/written language
correspondence
What is the role of oral language in reading?
(common strategy)
Miscue study (p. 151)* reveals struggling readers
rely heavily on graphophonic cues
Kucer & Tuten (2003): proficient readers rely
more heavily on syntax and semantics than
graphophonic cues
PA: learned or acquired?
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Word recognition view: learn phonics rules
first, then apply that knowledge to reading
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Decodable books: “Dan can fan Nan”
Sociopsycholinguistic view: graphophonics
is subconscious knowledge that is acquired
during reading
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Books that support reading (p. 155)
Alphabet books
Assessment
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Phonics worksheet: assess conscious
knowledge of phonics in isolation
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Instructions may be confusing
Relies on knowing the word
“Determining lesson”: assess subconscious
knowledge of graphophonics in context of
reading
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Modified phonics worksheet