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Systematic and explicit phonics instruction teaches children the relationships between the letters of written language and the sounds of spoken language. Successful decoding occurs when a student uses his or her knowledge of letter-sound relationships to accurately read a word. Articles in this section provide helpful information about how to teach children to sound out words and what to do if a child is having difficulty linking letters and sounds.
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By: Louisa Moats and Carol Tolman (2008)
Basic listening skills and "word awareness" are critical precursors to phonological awareness. Learn the milestones for acquiring phonological skills.
By: Louisa Moats and Carol Tolman (2008)
Additional and explicit instruction in phonological awareness is a critical component in helping fourth grade readers who struggle with phonological deficits. The exercises can be used as a warm-up prior to reading, spelling, or vocabulary instruction.
By: Louisa Moats and Carol Tolman (2008)
Although we may not be aware of it, we do not skip over words, read print selectively, or recognize words by sampling a few letters of the print, as whole language theorists proposed in the 1970s. Reading is accomplished with letter-by-letter processing of the word.
By: Sebastian Wren (2005)
This article illustrates the difference between being able to decode words on a page and being able to derive meaning from the words and the concepts they are trying to convey.
By: Reading Rockets (2004)
These six short video clips give you the chance to watch and learn effective phonics activities. The video clips are from Reading Rockets' PBS television series Launching Young Readers. 
By: Between the Lions (2003)
Creating a word family chart with the whole class or a small group builds phonemic awareness, a key to success in reading. Students will see how words look alike at the end if they sound alike at the end - a valuable discovery about our alphabetic writing system. They'll also see that one little chunk (in this case -an) can unlock lots of words!
By: Beth Antunez (2002)
Find out how teachers can play to the strengths and shore up the weaknesses of English Language Learners in each of the Reading First content areas.
By: Sebastian Wren (2002)
Who can understand all the jargon that's being tossed around in education these days? Consider all the similar terms that have to do with the sounds of spoken words – phonics, phonetic spelling, phoneme awareness, phonological awareness, and phonology – all of them share the same "phon" root, so they are easy to confuse, but they are definitely different, and each, in its way, is very important in reading education.
By: Texas Education Agency (2002)
Children's knowledge of letter names and shapes is a strong predictor of their success in learning to read. Knowing letter names is strongly related to children's ability to remember the forms of written words and their ability to treat words as sequences of letters.
By: National Reading Panel (2000)
Phonics instruction is a way of teaching reading that stresses the acquisition of letter-sound correspondences and their use in reading and spelling.
By: Learning First Alliance (2000)
Early skills in alphabetics serve as strong predictors of reading success, while later deficits in alphabetics is the main source of reading difficulties. This article argues the importance of developing skills in alphabetics, including phonics and decoding.
By: Edwin S. Ellis (1997)
Phonemic awareness training is essential for students who are at risk for reading difficulties. This article describes the components of phonemic awareness and provides activities that special educators can use to provide this training to at risk students.
- For older articles, see the Phonics and Decoding Archives >
