In 1997, Congress asked the Director of the National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health, in consultation with the Secretary of Education, to convene a national panel to assess the effectiveness of different approaches used to teach children to read. The National Reading Panel examined quantitative research studies on many areas of reading instruction, including phonics and whole language. The resulting report Teaching Children to Read: An Evidence-based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction was published in 2000 and provides a comprehensive review of what is known about best practices in reading instruction in the U.S.[23][24] The panel reported that several reading skills are critical to becoming good readers: phonemic awareness, phonics for word identification, fluency, vocabulary and text comprehension. With regard to phonics, their meta-analysis of hundreds of studies confirmed the findings of the National Research Council: teaching phonics (and related phonics skills, such as phonemic awareness) is a more effective way to teach children early reading skills than is embedded phonics or no phonics instruction.[25] The panel found that phonics instruction is an effective method of teaching reading for students from kindergarten through 6th grade, and for all children who are having difficulty learning to read. They also found that phonics instruction benefits all ages in learning to spell. They also reported that teachers need more education about effective reading instruction, both pre-service and in-service.
Teach letter names before teaching the sounds of the letters.  It is easier for students to learn the sounds for those letters that contain their sound in the initial position in their names (b,d,j,k,p,t,v,z), followed by those letters whose sounds are embedded within the letter’s name (f,l,m,n,r,s,x), leaving for last those letters whose sounds are not found in the letter’s name (h, w, y).
Embedded phonics is the type of phonics instruction used in whole language programmes. Although phonics skills are de-emphasised in whole language programmes, some teachers include phonics "mini-lessons" in the context of literature. Short lessons are included based on phonics elements that students are having trouble with, or on a new or difficult phonics pattern that appears in a class reading assignment. The focus on meaning is generally maintained, but the mini-lesson provides some time for focus on individual sounds and the symbols that represent them. Embedded phonics differs from other methods in that the instruction is always in the context of literature rather than in separate lessons, and the skills to be taught are identified opportunistically rather than systematically.

Children in Year 2 will be learning spelling rules, such as adding suffixes to words (such as -ed, -ing, -er, -est, -ful, -ly, -y, -s, -es, -ment and -ness). They will be taught rules on how to change root words when adding these suffixes (for example, removing the 'e' from 'have' before adding 'ing') and then move onto harder concepts, such as silent letters (knock, write, etc) and particular endings (le in bottle and il in fossil). 

Hooked on Phonics®* was broadly marketed on television in the eighties and nineties building a public awareness of phonics and how important it was to “hook” or engage children in education. Hooked on Phonics® provides parents a way to help their kids learn to read using a combination of flash cards, books, and interactive CDs. HOP’s television marketing campaign the 80s and 90s made Hooked On Phonics® a household name.
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 common question with any instructional program is whether "one size fits all." Teachers may be able to use a particular program in the classroom but may find that it suits some students better than others. At all grade levels, but particularly in kindergarten and the early grades, children are known to vary greatly in the skills they bring to school. Some children will already know letter-sound correspondences, and some will even be able to decode words, while others will have little or no letter knowledge.

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"Overall we conclude that the synthetic phonics approach, as part of the reading curriculum, is more effective than the analytic phonics approach, even when it is supplemented with phonemic awareness training. It also led boys to reading words significantly better than girls, and there was a trend towards better spelling and reading comprehension. There is evidence that synthetic phonics is best taught at the beginning of Primary 1, as even by the end of the second year at school the children in the early synthetic phonics programme had better spelling ability, and the girls had significantly better reading ability."
Consonant digraphs are those spellings wherein two letters are used to represent a single consonant phoneme. The most common consonant digraphs are ch for /tʃ/, ng for /ŋ/, ph for /f/, sh for /ʃ/, th for /θ/ and /ð/. Letter combinations like wr for /r/ and kn for /n/ are technically also consonant digraphs, although they are so rare that they are sometimes considered patterns with "silent letters".
At the very core of phonics lies the alphabet. In order to master phonics a person must master the alphabet. Letters then need to be connected to their corresponding sounds. As we know as English speakers, this is easier said than done. Many letters can represent a number of different sounds. Thus learning phonics is an ongoing process for a developing reader.

To understand concept of word in print, children need to watch others reading print and pointing to words.6 In classrooms, this may be a teacher reading charts or big books to children and pointing to the words as they read. Teachers may also use pointers and sometimes ask children to point to words. In addition to watching others, children need to practice pointing to words themselves. A great way to do this is to allow children to point to words in a memorized line of print, in a dictated story of their own words, or in a simple book with short, repetitive sentences. Although it sounds like a really simple task, it is not. In fact, there are actually stages that occur as children learn to point to print. Specifically, they must gain control of multisyllabic words and show understanding that a word like elephant, with three syllables, is actually one unified word. When children cannot handle multisyllabic words, they will point to new words for each syllable in a word (e.g., if the text said “kittens cry,” the child would point at the word “kittens” for the syllable kit and then point at the word “cry” for the syllable tens).
Children have problem in reading because they are not able to recognize the sounds of the letters of the alphabet in the words they read. Phonics reading will help children to recognize and associate sounds of the letters of the alphabet in the word they read. This will help them to improve in their reading skills and efficiency. In other words, it will be difficult for a child to improve in his reading skills if the teaching of phonics is removed from their curriculum.
The whole language emphasis on identifying words using context and focusing only a little on the sounds (usually the alphabet consonants and the short vowels) could not be reconciled with the phonics emphasis on individual sound-symbol correspondences. Thus, a dichotomy between the whole language approach and phonics emerged in the United States causing intense debate. Ultimately, this debate led to a series of Congressionally-commissioned panels and government-funded reviews of the state of reading instruction in the U.S.
Short vowels are the five single letter vowels, a, e, i, o, and u, when they produce the sounds /æ/ as in cat, /ɛ/ as in bet, /ɪ/ as in sit, /ɒ/ or /ɑ/ as in hot, and /ʌ/ as in cup. The term "short vowel" is historical, and meant that at one time (in Middle English) these vowels were pronounced for a particularly short period of time; currently, it means just that they are not diphthongs like the long vowels.
As children become readers, they need to understand and use the relationship between letters and sounds to read words.[1] Phonics requires knowledge of letter recognition, sound recognition, and their associations. This means that children must recognize letters in words, and then produce their corresponding sounds to read words. Fortunately, there are fun activities that you can do with your child to promote phonics!
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is a free tutorial that uses cartoons and sounds with audio narration and clickable words to teach phonics. This method teaches just basic phonics concepts without struggle or frustration and includes rules for vowels, consonants, and blends along with practice pages. These pages were created to make it easy and fun for new readers -- children or adults -- to navigate through the lessons. So we invite students, along with parents and school teachers, to click and hear words while enjoying the pictures.
Phonics is the relationships between the letters of written language and the sounds of spoken language. Children's reading development is dependent on their understanding of the alphabetic principle — the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency.
The complexities of letter names in English might lead you to think we should not teach letter names at all, but research suggests that teaching letter names is still worthwhile7—it just needs to be accompanied by lots of attention to the sound or sounds commonly associated with each letter and by a thorough understanding of the challenges posed by English letter names. A teacher with such knowledge would understand, for example, why a young child might spell the word daisy as WAZ. Why? Sometimes children write “W” for the /d/ sound because the letter name for Ww—“double-u”—begins with the /d/ sound. The next sound we hear in daisy is the letter name for Aa (the long a sound), and the third and fourth sounds in daisy are the name of the letter Zz (“zee”).’s phonics curriculum helps teach children the relationship between each letter of the alphabet and their sounds in a fun and interactive environment. With thousands of engaging learning activities, including games, books, songs, and more, and an award-winning preschool–kindergarten curriculum, your child will learn to love to read at