Experienced whole language teachers have developed a number of practical strategies that can and should be used to facilitate the development of "graphophonic knowledge" in their students' literacy learning. Graphophonic knowledge is defined as the combination of the sound system (phonology), the graphic system (orthography), and how readers relate these two to their own speaking patterns--including dialect. As an added advantage, many of these strategies also contribute to development of the students as conventional spellers. Whole language teachers work to establish an environment and circumstances critical to a child's personal construction of graphophonic knowledge. Establishing this environment can be accomplished in a number of ways, including: (1) having familiar and favorite stories read to students again and again; (2) rereading favorite stories, songs, poems, independently or with a peer; (3) observing and participating as the teacher demonstrates letter/sound relationships while writing; (4) writing independently, constructing their own spellings as best as they are able; (5) considering how grapho/phonemic cues can be used along with prior knowledge and context; (6) discussing the use of grapho/phonemic cues in the context of meaningful reading; (7) making charts of words exhibiting letter/sound patterns of particular interest; and (8) experimenting with print and solidifying their understanding of letter/sound patterns in a variety of self-chosen ways. As the phonics controversy continues to be an explosive topic in education, it is up to the successes of well trained whole-language teachers to sway those critics who would continue to attempt to force students to endure endless non-contextual phonics skills training. (RS)