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 1.  Print awareness
 2.  The sounds of speech
 3.  Phonemic awareness
 4.  Phonics
 5.  Informal classroom-based assessment
 6.  Fluency
 7.  Vocabulary
 8.  Spelling
 9.  Writing
 10.  Text comprehension
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Diary of a First Year Teacher

Module 4  –  Phonics

  |   Pre-test  |  Intro  |  In depth  |  In practice  |  Assignments  |  Post-test  |  

In practice

Questions that you may have about phonics instruction

Q:

Do we know enough about the effectiveness of systematic and explicit phonics instruction for me to implement it in my classroom?


Video Clip

Spelling Rules

At DeZavala Elementary School in San Marcos, TX, spelling patterns are easy to learn when they come "alive" for one second grade class.

The Importance of the Alphabetic Principle

Reading researcher Dr. Louisa Moats explains the need for understanding the alphabetic principle.

Phonics vs. Whole Language

Reading researcher Dr. Maryanne Wolf comments on the "Reading Wars" that pitted phonics agains whole language.

A:

Yes. Many teachers are teaching phonics systematically and explicitly and have been doing so for years. Their results, along with the findings of three decades of research, confirm the importance and effectiveness of systematic phonics instruction, particularly in kindergarten and first- and second-grade classrooms.



Q:

How can I tell if a phonics program is systematic and explicit?

A:

A program of systematic phonics instruction clearly identifies a carefully selected and useful set of letter-sound relationships and then organizes the introduction of these relationships into a logical instructional sequence. The instructional sequence may include the relationships between the sounds associated with single letters (for example, the sound /m/ with the letter m), as well as with larger units of written language (for example, letter combinations such as th or ing or spelling patterns such as ea or ie). Furthermore, a systematic program of instruction provides children with ample opportunities to practice the relationships they are learning.

General guidelines for evaluating programs of phonics instruction

Effective programs offer phonics instruction that:

  • Helps teachers explicitly and systematically instruct students in how to relate letters and sounds, how to break spoken words into sounds, and how to blend sounds to form words;

  • Helps students understand why they are learning the relationships between letters and sounds;

  • Helps students apply their knowledge of phonics as they read words, sentences, and text;

  • Helps students apply what they learn about sounds and letters to their own writing;

  • Can be adapted to the needs of individual students, based on assessment;

  • Includes alphabetic knowledge, phonemic awareness, vocabulary development, and the reading of text, as well as systematic phonics instruction.

Q:

What do non-systematic programs of phonics instruction look like?

A:

Some programs of instruction do not teach phonics explicitly and systematically. Programs of phonics instruction that are not systematic do not teach consonant and vowel letter-sound relationships in a prescribed sequence. Rather, they encourage informal phonics instruction based on the teacher's perceptions of what students need to learn and when they need to learn it. Examples of these types of programs include:

  • Literature-based programs that emphasize reading and writing activities. Phonics instruction is embedded in these activities, but letter-sound relationships are taught incidentally, usually based on key letters that appear in student reading materials.

  • Basal reading programs that focus on whole-word or meaning-based activities. These programs pay only limited attention to letter-sound relationships and provide little or no instruction in how to blend letters to pronounce words.

  • Sight-word programs that begin by teaching children a sight-word reading vocabulary of from 50 to 100 words. Only after they learn to read these words do children receive instruction in the alphabetic principle.

Non-systematic instruction often neglects vowels, even though knowing vowel letter-sound relationships is a crucial part of knowing the alphabetic system. Non-systematic programs of phonics instruction do not provide practice materials that offer children the opportunity to apply what they are learning about letter-sound relationships. The reading materials these programs do provide for children are selected according to other criteria, such as their interest to children or their literary value. Further, adding phonics workbooks or phonics activities to these programs of instruction has not been effective. Such "add-ons" confuse rather than help children to read.



Q:

What kinds of reading materials should I look for?

A:

Usually, practice materials are in the form of short books or stories that contain the sounds that they are learning. Most programs of systematic phonics instruction also include materials for use in practicing writing. For example, children might have activity sheets on which they write the letters and letter combinations they are learning, and then combine these into words, sentences, messages, and their own stories.



Q:

Is phonics instruction more effective when students are taught individually, in small groups, or in whole classes?

A:

You can teach phonics effectively to the whole class, to small groups, or to individual students. The needs of the students in your class and the number of adults working with them determine how you deliver instruction.



Q:

Does phonics instruction get in the way of reading comprehension?

A:

Quite the opposite is true. Because systematic phonics instruction helps children learn to identify words, it increases their ability to comprehend what they read. Reading words accurately and automatically enables children to focus on the meaning of text. The research is quite convincing in showing that phonics instruction contributes to comprehension skills rather than inhibiting them.

Programs should acknowledge that systematic phonics instruction is a means to an end. Some phonics programs focus primarily on teaching children a large number of letter-sound relationships. These programs often do not allot enough instructional time to help children learn how to put this knowledge to use in reading actual words, sentences, and texts. Although children need to be taught the major consonant and vowel letter-sound relationships, they also need ample reading and writing activities that allow them to practice using this knowledge.

Phonics instruction contributes to growth in the reading of most children. It is important, however, to acknowledge that children vary greatly in the knowledge of reading that they bring to school. For phonics instruction to support the reading progress of all of your students, it is important to work in flexible instructional groups and to pace instruction to maximize student progress.



Q:

How does systematic and explicit phonics instruction affect spelling?

A:

Systematic programs of phonics instruction produce more growth in spelling among kindergarten and first-grade students than non-systematic or no phonics programs. However, systematic phonics instruction for normally developing and poor readers above first grade does not produce gains in spelling. The reason may be that as students move up in the grades, spelling is less a matter of applying letter-sound relationships and more a matter of combining word parts.




Adapted from: Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001, a publication of The Partnership for Reading (www.nifl.gov/nifl/pfr.html)

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First Year Teacher was a pilot project of Reading Rockets, which is service of WETA, Washington D.C.'s flagship public television station. Funding for First Year Teacher was provided by the U.S. Department of Education, Office of Special Education Programs; The Morris & Gwendolyn Cafritz Foundation; and The Overbrook Foundation.

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