This study is a summary and simplification of a very large phoneme-grapheme frequency count done by Hanna et al. (1966). Although the results and data from the original study have implications for teaching phonics and spelling, they were presented in a complicated and unwieldy manner. Moreover, the original study is out of print. This study, then, presents a succinct and simplified summary of the Hanna et al. results for researchers and teachers of reading and spelling.
References
1.
AbbottM. (2000). Identifying reliable generalizations for spelling words: The importance of multilevel analysis. The Elementary School Journal, 102, 233–245.
2.
AdamsM. J. (1990). Beginning to read: Thinking and learning about print.Cambridge, MA: MIT Press.
3.
BearD. R.InvernizziM.TempletonS.JohnstonF. (2000). Words their way.Upper Saddle River, NJ: Merrill.
4.
BurmeisterL. E. (1968). Usefulness of phonic generalizations. The Reading Teacher, 21, 349–356.
5.
CunninghamP. M.CunninghamJ. W. (1992). Making words: Enhancing the invented spelling-decoding connection. The Reading Teacher, 46, 106–107.
6.
ClymerT. (1963) The utility of phonics generalizations in the primary grades. The Reading Teacher, 16, 252–258.
7.
EhriL. C.NunesS. R.WillowsD. M.SchusterB. V.Yaghoub-ZadehZ.ShanahanT (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250–289.
8.
FryE. B. (1964). A frequency approach to phonics. Elementary English, 22, 759–766.
9.
FryE. B. (1999). 1000 Instant Words: The most common words for teaching reading, writing, and spelling.Westminster, CA: Teacher Created Materials.
10.
HannaP. R.HannaJ. S.HodgesR. E.RudorfE. H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement.Washington, DC: U.S. Department of Health, Education, and Welfare.
11.
JohnstonF. P. (2001). The utility of phonic generalizations: Let's take another look. The Reading Teacher, 55, 132–142.
12.
MooreJ. T. (1951). Phonetic elements appearing in a 3000 word spelling vocabulary. Unpublished dissertation, Stanford University.
13.
National Reading Panel. (2000). Report of the National Reading Panel; Reports of the subgroups.Washington, DC: National Institute of Child Health and Human Development Clearinghouse.
14.
SmithS. B.SimmonsD.C.KameenuiE. J. (1995). Synthesis of research on phonological awareness principles and implications for reading acquisition. Technical Report 21, National Center to Improve the Tools of Education, University of Oregon (A review of 29 references).
15.
ThorndikeE. L.LorgeI. (1944). The teacher's book of 30,000 words.New York: Teachers College Press.
