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Chapter 6: PHONICSChapter 6: PHONICS
Jan HughesJan Hughes
WHATWHAT
PhonicsPhonics is the instruction of the is the instruction of the relationship between letters and the relationship between letters and the sounds they representsounds they represent
DecodingDecoding is the ability to convert a is the ability to convert a word from print to speechword from print to speech
Alphabetic Principle Alphabetic Principle is the is the understanding that written letters understanding that written letters represent spoken sounds and that represent spoken sounds and that sounds go together to make wordssounds go together to make words
PHONICSPHONICS
Phonics is a method of instruction Phonics is a method of instruction that teaches the relationship that teaches the relationship between letters and letter between letters and letter combinations (graphemes) in written combinations (graphemes) in written language and the individual sounds language and the individual sounds (phonemes) in spoken language and (phonemes) in spoken language and how to use these relationships to how to use these relationships to read and spell words.read and spell words.
SYSTEMATIC AND EXPLICIT SYSTEMATIC AND EXPLICIT PHONICS INSTRUCTIONPHONICS INSTRUCTION
Systematic Phonics Instruction: teaches Systematic Phonics Instruction: teaches sound/spelling relationships in a logical sound/spelling relationships in a logical instructional sequenceinstructional sequence
Explicit Phonics Instruction: teaches Explicit Phonics Instruction: teaches concepts that are clearly explained and concepts that are clearly explained and modeledmodeled
PHONICS INSTRUCTIONPHONICS INSTRUCTION
Systematic Systematic and Explicit and Explicit Phonics Phonics InstructionInstruction
Improves students’ Improves students’ reading and spelling in reading and spelling in kindergarten and grade 1.kindergarten and grade 1.
Improves students’ ability Improves students’ ability to comprehendto comprehend
Helps prevent reading Helps prevent reading difficulties among at-risk difficulties among at-risk studentsstudents
Helps students who have Helps students who have difficulty learning to readdifficulty learning to read
APPROACHES TO PHONICS APPROACHES TO PHONICS INSTRUCTIONINSTRUCTION
Synthetic phonicsSynthetic phonics Transforming letters and letter combinations into sounds and Transforming letters and letter combinations into sounds and
then blending the sounds together to form words.then blending the sounds together to form words. Analogy PhonicsAnalogy Phonics
Using a rime in a familiar word to identify an unfamiliar word Using a rime in a familiar word to identify an unfamiliar word having that same rime.having that same rime.
Example: use “ick” in a familiar word to teach unfamiliar Example: use “ick” in a familiar word to teach unfamiliar words such as brick, trick etc.words such as brick, trick etc.
Analytic PhonicsAnalytic Phonics Identify familiar words and then introduce a sound/spelling Identify familiar words and then introduce a sound/spelling
relationship within that word.relationship within that word. Example: identify the middle sound of mat and use other Example: identify the middle sound of mat and use other
words with this such as fan, tan, bag.words with this such as fan, tan, bag. Embedded PhonicsEmbedded Phonics
Phonics instruction is embedded in the context of Phonics instruction is embedded in the context of reading and writing experience. reading and writing experience.
These skills include using context, pictures, familiar word These skills include using context, pictures, familiar word parts and the first and last letter of words.parts and the first and last letter of words.
GOOD PHONICS INSTRUCTIONGOOD PHONICS INSTRUCTION
Develops understanding of the Develops understanding of the alphabetic principle (relationship alphabetic principle (relationship between letters and sounds in between letters and sounds in words).words).
Incorporates phonemic awarenessIncorporates phonemic awareness Provides practice in reading wordsProvides practice in reading words Leads to automatic word recognitionLeads to automatic word recognition Only Only oneone part of a comprehensive part of a comprehensive
reading programreading program
Effective Instructional TechniquesEffective Instructional Techniques
Provide immediate corrective Provide immediate corrective feedback and model correct responsefeedback and model correct response
Monitor students to make sure they Monitor students to make sure they are paying attention and responding are paying attention and responding correctlycorrectly
Lively pacing to keep students Lively pacing to keep students attentiveattentive
Signaling to have students talk in Signaling to have students talk in unisonunison
PHONICS SCOPE AND PHONICS SCOPE AND SEQUENCESEQUENCE
Guidelines when evaluating a reading Guidelines when evaluating a reading programprogram– Should introduce sound/spelling that occur Should introduce sound/spelling that occur
in most wordsin most words– High-utility sound/spellingsHigh-utility sound/spellings– Progress from simple to more complexProgress from simple to more complex– Single consonant and short vowel should be Single consonant and short vowel should be
introduced earlyintroduced early– Letters with easy to pronounce sounds firstLetters with easy to pronounce sounds first– Letters having similar sounds and shape Letters having similar sounds and shape
should be separatedshould be separated
GENERAL SEQUENCE FOR GENERAL SEQUENCE FOR TEACHING PHONICSTEACHING PHONICS
When choosing a Reading programWhen choosing a Reading program– Look for a systematic sequenceLook for a systematic sequence
Single consonants/short vowelSingle consonants/short vowelConsonant diagraphConsonant diagraphLong vowel with silent e (CVCe)Long vowel with silent e (CVCe)Y as a vowelY as a vowelR-controlled vowelsR-controlled vowelsSilent consonantsSilent consonantsVowel diagraphsVowel diagraphsVariant vowel diagraphs/dipthongsVariant vowel diagraphs/dipthongs
DECODING REGULAR WORDSDECODING REGULAR WORDS
Regular words are words in which each Regular words are words in which each letter represents its more common soundletter represents its more common sound– Struggling readers need to sound out words Struggling readers need to sound out words
orally and move to recognizing words orally and move to recognizing words automaticallyautomatically
– Words beginning with a continuous sound are Words beginning with a continuous sound are easiest for students to blend (i.e. at and map)easiest for students to blend (i.e. at and map)
– Words with beginning stop sounds are harder Words with beginning stop sounds are harder to blend (i.e. dog and bag)to blend (i.e. dog and bag)
– Start with the easiest to blend and then move Start with the easiest to blend and then move on to harder blend wordson to harder blend words
BLENDING ROUTINESBLENDING ROUTINES
Sound by sound blendingSound by sound blending Continuous blendingContinuous blending Whole word blendingWhole word blending Spelling-focused blendingSpelling-focused blending
– Pages 181-182 examplesPages 181-182 examples
AUTOMATIC WORD AUTOMATIC WORD RECOGNITIONRECOGNITION
Several sub skills are required to Several sub skills are required to develop word recognitiondevelop word recognition
– Being able to identify letters and Being able to identify letters and sounds quicklysounds quickly
– Being fluent in phonics decodingBeing fluent in phonics decoding
– must have the automatic word recognition must have the automatic word recognition skills for reading fluently, which is an skills for reading fluently, which is an essential skill for comprehensionessential skill for comprehension
TEXT TYPESTEXT TYPES
Decodable TextDecodable Text– Reading practice material in which the majority Reading practice material in which the majority
of words are linked to phonics instruction using of words are linked to phonics instruction using sound/spelling relationships and spelling sound/spelling relationships and spelling patterns students have been taughtpatterns students have been taught
Predictable/patterned textPredictable/patterned text– Repetitive or cumulative text patternsRepetitive or cumulative text patterns– Match text to illustrationsMatch text to illustrations
Authentic textAuthentic text– Literature trade books in different genresLiterature trade books in different genres
DECODABLE TEXT ANALYSISDECODABLE TEXT ANALYSIS
Wholly decodable wordsWholly decodable words– Word that can be identified on the basis of Word that can be identified on the basis of
sound/spelling relationships and spelling sound/spelling relationships and spelling patterns previously taughtpatterns previously taught
Irregular wordsIrregular words– High frequency and story words that were High frequency and story words that were
taught previouslytaught previously Non decodable wordsNon decodable words
– Words that are not wholly decodable or Words that are not wholly decodable or previously taught sight wordspreviously taught sight words
PHONOGRAMSPHONOGRAMS
A phonogram is a letter or series of letters A phonogram is a letter or series of letters that stand for a sound, syllable, syllable that stand for a sound, syllable, syllable part, or series of soundspart, or series of sounds– Phonograms should not be the sole focus of Phonograms should not be the sole focus of
early reading instructionearly reading instruction– Phonograms should build on knowledge gained Phonograms should build on knowledge gained
from systematic and explicit phonics from systematic and explicit phonics instruction instruction
– Knowing phonograms should be included in Knowing phonograms should be included in instructioninstruction
– Knowing phonograms is a critical step to Knowing phonograms is a critical step to decoding chunks of words decoding chunks of words
WORD WORK: ENCODING AND WORD WORK: ENCODING AND DECODINGDECODING
Word sortingWord sorting– Grouping words according to categories to show Grouping words according to categories to show
similarities or differencessimilarities or differences Kinds of word sortsKinds of word sorts
Closed—teacher defines words and models sortingClosed—teacher defines words and models sorting Open—student defines words and picturesOpen—student defines words and pictures Blind—teacher defines key word and calls out a word Blind—teacher defines key word and calls out a word
(students do not see). Students point to key word with (students do not see). Students point to key word with same soundsame sound
Writing—teacher calls out word and student writes word Writing—teacher calls out word and student writes word below the key word that has the same sound/spelling below the key word that has the same sound/spelling patternpattern
Speed—closed, open, blind, writing are completed in a Speed—closed, open, blind, writing are completed in a particular time frameparticular time frame
WORD WORK: ENCODING AND WORD WORK: ENCODING AND DECODINGDECODING
Elkonin boxes with lettersElkonin boxes with letters– Helps develop phonemic awarenessHelps develop phonemic awareness– Students segment words using chips to Students segment words using chips to
represent soundsrepresent sounds– Helps bridge the connection between phonemes Helps bridge the connection between phonemes
and graphemesand graphemes Word buildingWord building
– The effects on a word when changing one letterThe effects on a word when changing one letter– Words are transformed by substituting, Words are transformed by substituting,
inserting, or deleting lettersinserting, or deleting letters– Each word is different than the previous word by Each word is different than the previous word by
one letterone letter
WORD WORK: ENCODING AND WORD WORK: ENCODING AND DECODINGDECODING
DictationDictation– Sound by sound dictationSound by sound dictation
Teacher dictates word to student one sound Teacher dictates word to student one sound at a timeat a time
– Whole word dictationWhole word dictationStudents are prompted to think about the Students are prompted to think about the
sounds they hear in the words and write the sounds they hear in the words and write the entire wordentire word
WHYWHY
Systematic phonics instruction helps Systematic phonics instruction helps students learn to read more students learn to read more effectively than nonsystematic effectively than nonsystematic phonics or no phonics instructionphonics or no phonics instruction
National Reading Panel 2000National Reading Panel 2000
WHYWHY
Based on numerous studies, it has Based on numerous studies, it has been confirmed that phonics been confirmed that phonics instruction is the best and most instruction is the best and most efficient way to teach alphabetic efficient way to teach alphabetic principlesprinciples
Less mental energy is used to Less mental energy is used to decode the words and more energy decode the words and more energy can be devoted to comprehensioncan be devoted to comprehension
WHEN TO TEACHWHEN TO TEACH Phonics instruction has the greatest Phonics instruction has the greatest
impact on beginning reader in impact on beginning reader in kindergarten and first gradekindergarten and first grade
Students who don’t master or become Students who don’t master or become fluent in phonics skills by the end of first fluent in phonics skills by the end of first grade continue to struggle in the future in grade continue to struggle in the future in other areas of readingother areas of reading
– Torgesen et. al. (2001)Torgesen et. al. (2001)
Researchers suggest about two years of Researchers suggest about two years of phonics instructionphonics instruction
Pacing is contingent on student masteryPacing is contingent on student mastery
WHEN TO ASSESS AND WHEN TO ASSESS AND INTERVENEINTERVENE
Intervention should begin in Intervention should begin in kindergarten and first grade as soon kindergarten and first grade as soon as a reading problem is identified as a reading problem is identified through assessmentthrough assessment
Assessment should include phonemic Assessment should include phonemic awareness, sound/spelling awareness, sound/spelling correspondence, decoding, and use correspondence, decoding, and use of nonsense wordsof nonsense words
OLDER STRUGGLING READERSOLDER STRUGGLING READERS
Intensive intervention is criticalIntensive intervention is critical Some weak readers will need basic Some weak readers will need basic
phonics instruction and phonemic phonics instruction and phonemic awarenessawareness
Some will need word attack skillsSome will need word attack skills For older readers, assessment and For older readers, assessment and
instruction should include more instruction should include more advanced morphological and advanced morphological and orthographic knowledgeorthographic knowledge
HOW? Integrated Picture HOW? Integrated Picture MnemonicsMnemonics
Letter-sound strategyLetter-sound strategy– Letter names and sounds can be taught togetherLetter names and sounds can be taught together
Teach/ModelTeach/Model Connect an integrated picture to the letter soundConnect an integrated picture to the letter sound make a copy of the picture.make a copy of the picture. Trace the letter and make it into a pictureTrace the letter and make it into a picture Write the letter and connect it to the picture nameWrite the letter and connect it to the picture name Practice and commit to memoryPractice and commit to memory
..
LESSON MODELSLESSON MODELS
Sound/Spelling CorrespondenceSound/Spelling Correspondence
Explicit PhonicsExplicit Phonics
PhonogramsPhonograms
Decodable TextDecodable Text
SOUND/SPELLING SOUND/SPELLING CORRESPONDENCE CORRESPONDENCE
LESSON MODEL 1LESSON MODEL 1 Teaches consonant diagraphs and Teaches consonant diagraphs and
short vowels short vowels – See pages 200-207 for lesson examplesSee pages 200-207 for lesson examples
Steps:Steps:– Phonemic awarenessPhonemic awareness– Teach/modelTeach/model– Word workWord work– Sound/spelling practiceSound/spelling practice– Corrective feedbackCorrective feedback
EXPLICIT PHONICS EXPLICIT PHONICS LESSON MODEL 2LESSON MODEL 2
Reading and writing CVC, CCVC, CVCe Reading and writing CVC, CCVC, CVCe words, vowel combinations, and words, vowel combinations, and phonograms phonograms – See pages 208-231for example lessons See pages 208-231for example lessons
Steps:Steps:– Phonemic awarenessPhonemic awareness– ModelModel– LeadLead– CheckCheck– ApplyApply– Word workWord work
PHONOGRAMS PHONOGRAMS LESSON MODEL 3LESSON MODEL 3
Reading and writing words with Reading and writing words with phonogramsphonograms– See pages 232-233 for lesson sampleSee pages 232-233 for lesson sample
StepsSteps– Phonemic awarenessPhonemic awareness– Introduce phonogramIntroduce phonogram– Onset-rime blendingOnset-rime blending– ApplicationApplication– Word work: word buildingWord work: word building
DECODABLE TEXT DECODABLE TEXT MODEL LESSON 4MODEL LESSON 4
Methods for reading decodable textsMethods for reading decodable texts– See 236-239 for sample lessonSee 236-239 for sample lesson
Steps:Steps:– Review irregular wordsReview irregular words– Introduce the bookIntroduce the book– Whole group readWhole group read
First with whisper read, then with choral readFirst with whisper read, then with choral read
– Individual turnsIndividual turns– Respond to questionsRespond to questions– Partner-read entire bookPartner-read entire book
CONCLUSIONCONCLUSION
WHAT:WHAT: The aim of phonics instruction is to The aim of phonics instruction is to
help children acquire alphabetic help children acquire alphabetic knowledge and use it to read and knowledge and use it to read and spell words.spell words.
--Ehri, 2006--Ehri, 2006
CONCLUSIONCONCLUSION
WHYWHY: : The English language is an alphabetic The English language is an alphabetic
language in which there are consistent language in which there are consistent though not entirely predictable though not entirely predictable relationships between letters and soundsrelationships between letters and sounds
Anderson et al., 1985Anderson et al., 1985
Phonics instruction increases the ability to Phonics instruction increases the ability to comprehend text for beginning readers comprehend text for beginning readers and older students with disabilitiesand older students with disabilities
National reading panel 2000 National reading panel 2000
CONCLUSIONCONCLUSION
WHEN?WHEN?The right maxims for phonics are: Do it The right maxims for phonics are: Do it
early. Keep it simple.early. Keep it simple.
Anderson et al., 1985Anderson et al., 1985
CONCLUSIONCONCLUSION
HOWHOW Use lessons that are research basedUse lessons that are research based Use the correct model for what you Use the correct model for what you
would like to teachwould like to teach Keep it interesting!Keep it interesting!
– Phonics instruction need not be boring, Phonics instruction need not be boring, especially if the instruction is kept brisk, especially if the instruction is kept brisk, to the point, and does not take an to the point, and does not take an excessive amount of time each day.excessive amount of time each day.
– Stahl, Duffy-Hester & Stahl, 1998Stahl, Duffy-Hester & Stahl, 1998