Various reference sources were examined in an attempt to delineate and analyze the historical development of the controversy regarding the use of phonics in teaching reading during the period from 1930 through 1964. Information was examined in 10-year spans, which indicates the number of articles written during those periods. The analysis indicated that the slight decline in the proportional number of articles by authors who view phonics as only one important part of the total reading program was combined with proportional increases in the number of articles by authors who advocated early emphasis on phonics as the means of teaching beginning reading and heavy emphasis on the use of phonics in teaching reading. Thus, there has been a trend toward a greater acceptance of teaching a larger amount of phonics in the earlier stages of the instructional program, as well as a greater acceptance of the use of phonics in conjunction with a variety of necessary reading skills, with emphasis on word recognition skills as a means of identifying unknown words in order to enhance meaningful reading. (Author/HS)