| Summary: | 碩士 === 國立政治大學 === 語言學研究所 === 90 === This study aims to provide suitable phonics instruction and teaching sequence for elementary school students in Taiwan. The study is conducted from two directions: First, views from three native English scholars (Flesch, 1955; Gattegno, 1976; Gunning 1996) are analyzed. Second, a questionnaire survey is conducted to elementary schools in Taipei city, to find out the most frequently used phonics materials, phonics instruction, teaching sequence, and its difficulties, etc. The results show that implicit-explicit phonics instruction can be used in phonics teaching. It is also necessary to distinguish the concepts among letter names, letter forms, and letter sounds. It is suggested that letter sounds should not be taught until the letter names and forms (the alphabet) are taught. The teaching sequence for letter sounds is short vowel sounds first, followed by consonant sounds, consonant digraphs, consonant clusters, long vowel sounds, vowel digraphs, and r vowels respectively. Irregular spellings can be taught last using phonograms (word families). Sight words should be taught with letter sounds to solve the problems caused by high-frequency words which do not follow phonics rules.
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