Self-Paced Phonics: A Text for Education

by G. Thomas Baer

Students can work at their own pace with minimal direct instruction using this concise workbook designed to provide future teachers with a sound understanding of both the content and pedagogy of phonics. Using evaluative feedback from both students and reading professionals in the field who have used the previous edition, the contents of this workbook have been expanded and strengthened to better serve the needs of prospective teachers. Strong evidence indicates that children who are taught phonics at the beginning stages of reading instruction tend to do better than those who are not. Therefore, the concentration of this text is not on whether or not phonics should be included in beginning instruction, but how phonics can be taught most effectively.

Genres: Teaching

122 pages, Paperback

First published October 1, 1990

Reviews

[Mandee · Rating 4 out of 5]

I did not want to read this book because I learned to read at an early age and never really thought about how I learned to do so. Also I was nervous about phonics, because looking at my children's work it seemed complicated. However it really does give you the information that you need in order to better understand phonics. Now lets see if I can pass the test.

[Alberto · Rating 2 out of 5]

Whenever I am forced to read an education textbook, I always adjust my expectations downward. Yet these texts never fail to disappoint anyway.

Self-Paced Phonics is allegedly 150 pages but contains less than 50 pages of useful text. Chapter 1 is an introduction devoid of content, chapter 2 is a pretest, chapter 3 is a glossary (although the book has a separate glossary). Each chapter ends with an extensive chapter review test AND a cumulative review test (e.g., chapter 4 has a 1-4 test, chapter 4 has 1-5 test). Chapter 9 is a post-test.

What's there is moderately useful, but there's almost nothing there. Definitely not worth $20.

[Beth · Rating 4 out of 5]

This is a good text to learn the basics of phonics and phonemic awareness and the vocabulary that goes with it.