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ntury several developments occurred in theway that phonics were taught changed the system forever. In the late 1920s, asprogressive education became an influential movement, schools began to switch fromphonics to whole-word reading instruction. Whole language was proposed by HoranceMann. In 1967, Ken Goodman posited a series of systems in favor of whole language.Beginning in the 1950s, however, inspired by a landmark study by Dr. Harry Houtz, andspurred by Rudolf Flesch’s criticism of the absence of phonics instruction (particularlyin his popular book, Why Johnny Can’t Read) phonics resurfaced as a method of teaching reading.
In western countries, due to the advantages of answering for children’s cognitivecharacteristics and effective teaching of phonics, phonics has become the leadingteaching method to teach English vocabulary in the second half of 20thcentury. Underthe instruction of phonics, children are taught the basic rules of letter sequences in aword and made to understand that ee, ea are usually pronounced /i:/ in words like bee orpea, etc. Currently, the method of teaching vocabulary has changed from the use of theInternational Phonetic Alphabet (IPA) (Richard & Rodgers, 1986) to phonics instruction.The most persuasive argument for “teaching” phonics is that teachers cannot afford toinvest the vast amount of time required to put children in a position to learn all thecomplexities of the spelling system inferentially.

Chapter Two Literature Review

The purpose of this chapter is to acquaint you with foundational researches onphonics and word recognition. This chapter reviews and analyzes the work of literaturein relation to phonics. It begins with the definitions of phonics. Next, it addresses somerelated theoretical bases. Finally, the researches abroad and at home are presented.

2.1 Phonics Instruction

2.1.1 Definition of Phonics Instruction
Adams (1990) mentioned that “phonics refers to a system of teaching reading thatbuilds on the alphabetic principle, a system of which a central component is theteaching of correspondences between letters or groups of letters and theirpronunciations.”Johnson & Pearson (1978) described phonics as the term used for relating letters tosounds and phonics instruction was concerned with providing the child with the meansof pronouncing an unfamiliar printed word.Phonics, which emphasizes mastering letter-sound correspondence, is regarded asone of the most powerful tools in improving spelling (Blevins, 1998).Phonics is defined as a way of teaching reading and spelling. It stressessymbol-sound relationships (Harris & Hodges, 1995). It is based on a predictablerelationship between phonemes, the sounds of spoken language, and graphemes, theletters and spellings that represent those sounds in written language (NICHD, 2000).
In the simplest definition, phonics instruction is potentially a set of letter-soundcorrespondences or relationships. It refers to a body of information about connectionsbetween letters and speech sounds that help readers figure out the pronunciation ofunfamiliar written words. Another definition states that phonics instruction is “Amethod of teaching beginners to read and pronounce words by learning the phoneticvalue of letters, letter groups, and especially syllables.”

Chapter Three Methodology.......... 26-38
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