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By: Reading Rockets (2010)
There are several ways to match books to readers — by reader interest, by reading level, and by the phonics feature(s) a particular child is learning. Careful pairing of reading with phonics study gives children a chance to apply what they are learning about letters and sounds to the reading of words and stories. Because the goal of phonics instruction is to help children use the alphabetic system to read and spell words, it's important to provide students with this practice.
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: Reading Rockets (2007)
As a parent of a beginning reader, it's important to support your child’s reading efforts in a positive way and help them along the reading path. Here's a little information about beginning readers, and a few pointers to keep in mind.
By: Reading Rockets (2007)
Even the youngest child is somewhere on the path to becoming a reader. As a parent, it's important to support your child's efforts in a positive way and help him or her along the reading path. Here's a little information about emergent readers, and a few pointers to keep in mind.
By: Reading Rockets (2007)
Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Parents have an important job in recognizing when a child is struggling and knowing how to find help. Here are some signs to look for and things to do if you suspect your child is having trouble reading.
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: David J. Chard and Jean Osborn (1999)
Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.
By: Texas Education Agency (1997)
As children learn some letter-sound matches and start to read, they begin to write words and sentences. Seeing how words are spelled helps children in reading and writing.
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.
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