Phonics

Foundational research

Why Johnny Can't Read: And What You Can Do About It

Flesch, R. (reprint, 1986). Why Johnny Can't Read: And What You Can Do About It. New York: Perennial Currents.

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The classic book on phonics – the method of teaching recommended by the U.S. Department of Education. Contains complete materials and instructions on teaching children to read at home.

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Decoding, Reading, and Reading Disability

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.

Teaching Spelling

Henderson, E.H. (1990). Teaching Spelling. Boston: Houghton Mifflin.

This book is a developmentally-based approach for teaching spelling in Grades 1-6. Treating spelling as an integral part of an effective language arts program, it has a full chapter that shows how to apply direct spelling instruction to reading and writing.

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Beginning Reading

Juel, C. (1991). Beginning reading. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading Research, Vol. 2. (pp. 759-788). New York: Longman.

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Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy

Stanovich, Keith E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 22, 360-407.

A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature. The framework places special emphasis on the effects of reading on cognitive development and on "bootstrapping" relationships involving reading. Of key importance are the concepts of reciprocal relationships – situations where the causal connection between reading ability and the efficiency of a cognitive process is bidirectional – and organism-environment correlation – the fact that differentially advantaged organisms are exposed to nonrandom distributions of environmental quality. Hypotheses are then advanced to explain how these mechanisms operate to create rich-get-richer and poor-get-poorer patterns of reading achievement. The framework is used to explicate some persisting problems in the literature on reading disability and to conceptualize remediation efforts in reading.

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Additional articles

Saying the "P" Word: Nine Guidelines for Exemplary Phonics Instruction

Stahl, S. (1992). Saying the “p” word: Nine guidelines for exemplary phonics instruction. The Reading Teacher, 45, 618-625.

Exemplary phonics instruction should build on a child's rich concepts about how print functions and build on a foundation of phonemic awareness. Effective phonics instruction is clear and direct and integrated into a total reading program. It focuses on reading words, not learning rules and may include onsets and rimes and invented spelling. Exemplary phonics instruction develops independent word recognition strategies, focusing attention on the internal structure of the word and develops automatic word recognition skills so that attention can be devoted to comprehension.

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Getting Ready for Reading: Early Phoneme Awareness and Phonics Teaching Improves Reading and Spelling in Inner-city Second Language Learners

Stuart, M. (1999). Getting ready for reading: early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, 587-605.

Previous studies demonstrate that phoneme awareness training, particularly when combined with letter-sound teaching, results in improved reading and spelling development. This study seeks to extend previous findings by including children learning English as a second language, who have typically been excluded from previous studies.

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Reconceptualizing Spelling Development and Instruction

Templeton, S., & Morris, D. (2001, October). Reconceptualizing spelling development and instruction. Reading Online, 5 (3).

Abstract:
This professional article, drawn from the Handbook of Reading Research, Volume III, provides an overview of the English spelling system and contrasts traditional and contemporary approaches of spelling instruction. The authors present a summary of current research in word study and offer broad instructional recommendations.

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