Finally the word is separated into its elementary sounds, the study of
the sound symbols growing out of the stock of words learned first as
purely sight words.
Following this phonic analysis comes the final step, the blending of
these phonic elements to produce new words. Thus gradually increasing
prominence is given to the discovery of new words by this
analytic-synthetic process, and less time to sight word drills, until
they are entirely omitted, except for the teaching of unphonetic words.
There should be at least two ten-minute lessons in phonics each day.
These lessons are not reading lessons and should not trespass on the
regular reading period, when thot getting and thot giving are uppermost.
While greater prominence is given to the thot phase in reading, the
technical drill and active effort in mastering the mechanical phase is
of equal importance as necessary preparation for good reading.
FIRST YEAR
1. _Ear Training:_
From the first day a definite place on the program should be given to
phonics. This period, at first very short, will gradually increase to
ten, fifteen or twenty minutes.
To enable pupils to recognize words when separated into their elementary
sounds, exercises in "listening and doing," will constitute the first
step in phonics teaching.
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