Vanderbilt University
PhonicsPhonics instruction is a way of teaching reading that stresses the acquisition of letter-sound correspondences and their use in reading and spelling. (National Reading Panel, 2000)Phonological awareness: general appreciation of the sounds of speech as distinct from their meaningPhonemic awareness is a finer-grained sensitivity; an understanding that words can be divided into a sequence of phonemesPhonemic Awareness and PhonicsPhonics presumes a working knowledge of the phonemic composition of wordsPrior to 2000, most reading programs took PA for grantedIf students lack PA they cannot generalize their phonics instructionDifficulty blending, sounding out new words, as well as, retaining words already learnedWhen PA is integrated into programs, reading and spelling growth of typically developing and at-risk students is acceleratedApproaches to Teaching Phonics (National Reading Panel, 2000)Analogy phonics Teaching unfamiliar words by analogy to known words (e.g., recognizing a segment of a known work in an an unfamiliar word – student knows the word cost and uses knowledge of –ost to read frost; “If I know cat, I know mat”) Analytic phonics Teaching students to analyze letter-sound relations in previously learned words to avoid pronouncing sounds in isolation – whole word to parts of wordsEmbedded phonics Teaching phonics skills within instruction in txt reading. This approach relies on incidental learning. Phonics through spelling Teaching students to break words into phonemes and to choose letters for those phonemes.Synthetic phonics Teaching students explicitly to convert letters into sounds (phonemes) and then blend the sounds to form recognizable words. – from part of word to whole workSystematic instruction using a synthetic phonics approach has been shown to be a valid evidence-based practice to improve reading skills in students with and without disabilities (National Reading Panel, 2000). Types of Phonics ProgramsDirect InstructionRule-BasedStrategy-BasedContent of Decoding SkillsConsonant sounds Consonant digraphs (/th/, /sh/, /ch/, /wh/, /ph/)Consonant blends (/bl/, /st/, /sl/, /dr/, /str/)Short vowels in CVC wordsVowel digraphs (/oa/, /ee/, /ai/, /ea/)Silent e ruleVowel diphthongs (/oi/, /ow/, /aw/)R-controlled vowels (/ar/, /ir/, /or/, /er/)L-controlled a (/al/)Other variant vowels (/igh/, /ough/, /augh/)Evidence-Based Phonics Intervention Programs (What Works Clearinghouse)Early Intervention in ReadingEarly Intervention in Reading (EIR)? is a program designed to provide extra instruction to groups of students at risk of failing to learn to read. The program uses picture books to stress instruction in phonemic awareness, phonics, and contextual analysis, along with repeated reading and writing. In grades K, 1, and 2, the program is based on whole-class instruction, with additional small group instruction provided to struggling readers. In grades 3 and 4, the program consists of small group instruction for 20 minutes, four days a week. Teachers are trained for nine months using workshops and an Internet-based professional development program. Lexia ReadingLexia Reading is a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Lexia Reading is designed to supplement regular classroom instruction. It is designed to support skill development in the five areas of reading instruction identified by the National Reading PanelPeer-Assisted Learning Strategies (PALS)Peer-Assisted Learning Strategies (PALS) is a peer-tutoring program. According to the developer's website, it is designed to be incorporated into the existing curriculum with the goal of improving the academic performance of children with diverse academic needs. Teachers train students to use PALS procedures. Students partner with peers, alternating the role of tutor while reading aloud, listening, and providing feedback in various structured activities. PALS is typically implemented three times a week for 30 to 35 minutes. Although PALS can be used in different subject areas and grade levels, this intervention report focuses on the use of PALS to improve reading skills of students in kindergarten through third grade. PartnersSound Partners (Vadasy et al., 2004) is a phonics-based tutoring program that provides supplemental reading instruction to elementary school students grades K–3 with below average reading skills. The program is designed specifically for use by tutors with minimal training and experience. Instruction emphasizes letter-sound correspondences, phoneme blending, decoding and encoding phonetically regular words, and reading irregular high-frequency words, with oral reading to practice applying phonics skills in text. The program consists of a set of scripted lessons in alphabetic and phonics skills and uses Bob Books? beginning reading series as one of the primary texts for oral reading practice. The tutoring can be provided as a pull-out or after-school program, as well as by parents who homeschool their children.( Reading SystemWilson Reading System? is a supplemental reading and writing curriculum designed to promote reading accuracy (decoding) and spelling (encoding) skills for students with word-level deficits. The program is designed to teach phonemic awareness, alphabetic principles (sound-symbol relationship), word study, spelling, sight word instruction, fluency, vocabulary, oral expressive language development, and comprehension. Students engage in a variety of activities in the classroom, including hearing sounds, practicing with syllable and word cards, listening to others read, and reading aloud and repeating what they have read in their own words. The program is designed to help children master new skills, with reviews reinforcing previous lessons. This program was designed for students in grade 2 and above. Fundations?, a related program not reviewed in this report, was recently developed with the same principle for students in kindergarten through third grade. In the single study reviewed by the WWC for this report, only the word-level components of Wilson Reading System? were implemented.For more information on phonics instruction: and information on strategies and the research behind phonics instruction; Teaching actvities and parent information sheets are also available Works Clearinghouse provides a list of reading interventions and the results of the evaluation of their efficacy. teaching guide from the NSW Department of Education and Training Learning and Development. This is a guide full of information and appendices – Appendix 9 has excellent take and use ideas for teaching phonics to students. Archer, A. L., Gleason, M. M., & Scanlon, V. L. (2003). Decoding and fluency: Foundations for struggling older readers. Learning Disabilities Quarterly, 26, 89-102.Ehri, L. C., & McCormick, S. (1998) Phases of word learning: Implications for instruction with delayed and disabled readers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 14, 135-163Lovett, M. W., Lacerenza, L., & Borden, S. (2000). Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities, 33, 458-476.National Reading Panel (2000). Report of the national reading panel: Teaching students to read: An evidenced-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development, National Institutes of Health (). ................
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