better understanding of the purpose and limitations of phonics instruction as it relates to teaching reading, concrete practices to follow in teaching the various steps in phonics analysis, and the rationale that underlies particular instructional practices.  This book presents phonics as an important part of teaching beginning reading, reflects the notion that teachers should be knowledgeable about the purpose of phonics instruction and its limitations, and the premise that for children to make normal progress in learning to read, they must learn to associate printed letter forms with the speech sounds they represent.  Its new features include:   Theme of teacher responsibility and accountability-As designed in the education of the student, provides the strength of instruction and the building blocks for emerging learners. Revision of Chapter 4, Moving into Reading --focuses on the most-common sight words and the importance in recognizing these words in order to excel in today's world. Linked to NCLB topics and pedagogical highlights. Emphasis on direct instruction-Provides approaches, insights, and examples to further help develop the teacher and student.

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