Phonics

http://www.findarticles.com/p/articles/mi_qa3785/is_200404/ai_n9398880

Phonics: A Large Phoneme-Grapheme Frequency Count Revised

Journal of Literacy Research, Spring 2004 by Fry, Edward

This study is a summary and simplification of a very large phoneme-grapheme frequency count done by Hanna et al. (1966). Although the results and data from the original study have implications for teaching phonics and spelling, they were presented in a complicated and unwieldy manner. Moreover, the original study is out of print. This study, then, presents a succinct and simplified summary of the Hanna et al. results for researchers and teachers of reading and spelling.

http://www.ciera.org/library/archive/1999-02/art-online-99-02.html

By: Juel, Connie and Cecilia Minden-Cupp

Focus groups conducted in preparation for the Center for the Improvement of
Early Reading Achievement (CIERA) grant showed that teachers and
administrators raised more questions about how to teach children to read
words than any other issue in early reading. Word recognition must become
something children can do on their own, because they will quickly be
expected to read words they have never before seen in print. Concluding
remarks offer classroom practices to help children who enter first grade
with minimal reading skill have success.