This is particularly important when children are making the jump from mainly reading out loud to an adult to reading silently to themselves. Some teachers seem to believe that people who argue for phonics think that phonics is the only important element of learning to read.
This is not true at all. The most important factor determining whether or not children understand what they read is the strength of their understanding of spoken language. Providing children with opportunities to develop their spoken listening comprehension is crucial for their future ability to read with comprehension as shown in the Simple View of Reading Gough and Tunmer, — recommended by Sir Jim Rose in his review.
The second most important factor determining whether or not children understand what they read is their background knowledge. Providing children with opportunities to learn about the world around and beyond them right from the start of their education provides the necessary bedrock for later reading for meaning. But much to his surprise, he found that the opposite was true. This finding has been replicated many times by other researchers. It takes less than 0. It is the model that lies behind using banded or levelled readers that use repetitive text.
While some children will learn to read using this model presumably working out the code for themselves , far too many do not. In effect, using this model is teaching children to read in the same way that poor readers do! Teaching phonics is as tedious as you want it to be. However, being able to turn all those squiggles into actual words that make up a sentence is amazing!
Criticising a decodable reader because of its limited storyline is like telling a babbling baby their conversation is boring. This article was amended on 9 August to replace " systematic synthetic phonics" with "systemic phonics". It only takes a moment and you'll get access to more news, plus courses, jobs and teaching resources tailored to you.
Already signed up? Log in. Why is this evidence so poorly known among educators? Read more: Cursive handwriting : do we really need to teach it? Literacy : Why every primary school should teach debate What is the best way to teach children to count? What is phonics? Phonics research So, what does the science tell us?
Clare Sealy is head of curriculum and standards for Guernsey This article was amended on 9 August to replace " systematic synthetic phonics" with "systemic phonics". Register to continue reading for free It only takes a moment and you'll get access to more news, plus courses, jobs and teaching resources tailored to you Register. Clare Sealy.
Latest stories. Ofsted warns schools over 'unbroken' KS3 music teaching Inspectorate's expert says subject should not be put on a carousel in secondary schools. To become skilled, fluent readers, children need to have a repertoire of strategies to draw on.
These strategies include using a knowledge of sound-spelling relationships — in other words, an understanding of phonics. In addition, research has shown that skilled readers attend to almost every word in a sentence and process the letters that compose each of these words.
Therefore, phonics instruction plays a key role in helping students comprehend text. It helps the student map sounds onto spellings, thus enabling them to decode words. Decoding words aids in the development of word recognition, which in turn increases reading fluency. Reading fluency improves reading comprehension because as students are no longer struggling with decoding words, they can concentrate on making meaning from the text.
In addition, phonics instruction improves spelling ability because it emphasizes spelling patterns that become familiar from reading. Studies show that half of all English words can be spelled with phonics rules that relate to one letter to one sound. Phonics instruction should be explicit rather than implicit.
Implicit instruction relies on readers "discovering" clues about sound-spelling relationships; good readers can do this, but poor readers are not likely to do so. Explicit instruction is the most effective type of phonics instruction, especially for children at risk for reading difficulties. A good phonics lesson begins with an explicit explanation of the sound-spelling being taught along with guided opportunities for students to blend, or sound out, words using the new sound-spelling. These exercises should be followed by guided and independent reading practice in text that contains words with the new sound-spelling.
This portion of phonics instruction is key. Therefore, phonics instruction should focus on applying learned sound-spelling relationships to actual reading, with smaller amounts of time spent on the initial task of learning phonics rules. That way, you can plan phonics lessons that are appropriate for all students, even if some have higher levels of phonics mastery than others. Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words.
Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Irregular words that must be learned by memory are called spell-out words. In the beginning stages of phonics instruction, an irregular word can also be a word that the student does not yet have the specific phonics skills to read Carnine et al.
Another important emphasis of phonics and word recognition is learning high-frequency words. High-frequency words can be regular or irregular. First High-Frequency Words. The average number of syllables in the words students read increases steadily in the primary grades. In fifth grade and beyond, knowing how to decode multisyllabic words is essential, because most of the words students encounter in print are words of 7 or more letters and two or more syllables Nagy and Anderson, Systematic and explicit instruction in decoding multisyllabic words is important.
Explicit instruction in how to decode multisyllabic words is most successful for students who can already accurately decode single-syllable words and accurately pronounce all of the typical vowel combinations. Research shows that students can be taught to flexibly segment multisyllabic words into spelling units chunks that can be decoded Bhattacharya and Ehri, ; Archer et al. Students need two key skills to successfully decode multisyllabic words:.
Research tells us that in order to become fluent readers, students need to learn to decode unknown words accurately and automatically. Students who must use all of their mental energy to sound out the words are not able to focus on the meaning of what they are reading LaBerge and Samuels, In fact, research findings show that those students who have not developed automaticity by the beginning of second grade are at risk for reading failure Berninger et al.
Most phonics programs teach students to decode accurately, but learning phonics does not guarantee that students are able to decode words automatically. Students must develop the ability to read words quickly and effortlessly.
Children typically progress through a sequence of identified phonics skills as they learn to read and spell—whether they learn slowly or quickly Ehri, ; Moats, ; Templeton and Bear, ; Treiman and Bourassa, Read Naturally offers several programs that are based on the research about phonics and word recognition described above.
Adams, M. Beginning to read: Thinking and learning about print. Archer, A. Gleason, and V. Decoding and fluency: Foundation skills for struggling older readers. Learning Disability Quarterly , 26, pp. Longmont, CO: Sopris West. Armbruster, Lehr, and Osborn. Put reading first: The research building blocks for teaching children to read. Berninger, V. Vermeulen, R. Abbott, D. McCutcheon, S. Cotton, J. Cude, S. Dorn, and T. Comparison of three approaches to supplementary reading instruction for low-achieving second-grade readers.
Abbott, K. Vermeulen, and C. Paths to reading comprehension in at-risk second-grade readers. Journal of Learning Disabilities , 39, pp. Bhattacharya, A. Graphosyllabic analysis helps adolescent struggling readers read and spell words.
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