The goal of phonics instruction is to help children learn the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is an organized, logical, and predictable relationship between written letters and spoken sounds.
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.
In this overview, learn how early literacy benefits from both print-to-speech and speech-to-print instruction, creating connections in the brain that link new knowledge about the alphabet to what children already know and are continuously learning about words.
Students with ASD can have strengths or challenges in either word recognition and language comprehension that will impact reading comprehension. It is important to assess, monitor, and track the word recognition or decoding skills and language comprehension skills as you evaluate reading comprehension.
Learn the six types of syllables found in English orthography, why it’s important to teach syllables, and the sequence in which students learn about both spoken and written syllables.
Early experiences with sounds and letters help children learn to read. This article makes recommendations for teaching phonemic awareness, sound-spelling correspondences, and decoding, and includes activities for parents to support children’s development of these skills.
This article describes two processes that are essential to teaching beginning reading to students with learning disabilities: phonological awareness and word recognition, and provides tips for teaching these processes to students.
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.
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.
Three main accomplishments characterize good readers. Find out what these accomplishments are, and what experiences in the early years lay the groundwork for attaining them.
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.
The Simple View of Reading is a formula demonstrating the widely accepted view that reading has two basic components: word recognition (decoding) and language comprehension. Research studies show that a student’s reading comprehension score can be predicted if decoding skills and language comprehension abilities are known.
Thinking about the sounds in words is not natural, but it can be fun. Here are some games children can play to develop phonemic awareness, as well as a method for segmenting words that prevents children from distorting the pronunciation of the phonemes.
Decodable books play an important role in phonics instruction and building confidence in young readers. Learn more about decodable books, how they differ from predictable texts, and how to select high-quality texts that align with the scope and sequence of your phonics program.
This comprehensive study identified interventions that improved students’ performance in six language and literacy domains— language, phonological awareness, print knowledge, decoding, early writing, and general literacy.
In today’s schools, too many children struggle with learning to read. We must become well-versed in science-based reading instruction in order to affect school-wide policy. And for our children, we must be sure they are receiving the best possible instruction in reading.
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.
As children learn some letter-sound matches and start to read, they also begin to experiment with writing. These activities can be used with children to develop their writing and spelling abilities.
