Phonics instruction must be informed by our ongoing observation and assessment of children’s phonics knowledge and word-reading skills. We should respond when we notice that a child is confused, is insecure with a particular skill, or has had a major breakthrough. If we are not responsive to our students, some students are likely to be left behind in their word-reading development.
In 1990, Congress asked the U.S. Department of Education (ED) to compile a list of available programs on beginning reading instruction, evaluating each in terms of the effectiveness of its phonics component. As part of this requirement, the ED asked Dr. Marilyn J. Adams to produce a report on the role of phonics instruction in beginning reading, which resulted in her 1994 book Beginning to Read: Thinking and Learning about Print.[15] In the book, Adams asserted that existing scientific research supported that phonics is an effective method for teaching students to read at the word level. Adams argued strongly that the phonics and the whole language advocates are both right, and that phonics is an effective way to teach students the alphabetic code, building their skills in decoding unknown words. By learning the alphabetic code early, she argued, students can quickly free up mental energy they had used for word analysis and devote this mental effort to meaning, leading to stronger comprehension earlier in elementary school. Thus, she concluded, phonics instruction is a necessary component of reading instruction, but not sufficient by itself to teach children to read. This result matched the overall goal of whole language instruction and supported the use of phonics for a particular subset of reading skills, especially in the earliest stages of reading instruction. Yet the argument about how to teach reading, eventually known as "the Great Debate," continued unabated.
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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 1984, the National Academy of Education commissioned a report on the status of research and instructional practices in reading education, Becoming a Nation of Readers.[20] Among other results, the report includes the finding that phonics instruction improves children's ability to identify words. It reports that useful phonics strategies include teaching children the sounds of letters in isolation and in words, and teaching them to blend the sounds of letters together to produce approximate pronunciations of words. It also states that phonics instruction should occur in conjunction with opportunities to identify words in meaningful sentences and stories.
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.
Once children have mastered the sounds of each letter, they can learn how to sound out simple words with consonant–vowel–consonant patterns, such as pig, dog, hat, and so on. At ABCmouse.com, we provide hundreds of fun and engaging activities that help teach children to sound out common words as well as common word families (words that have the same ending sounds and letter combinations, such as hot, pot, and not).

Thus, the results of the analysis are indicative of what can be accomplished when explicit, systematic phonics programs are implemented in today's classrooms. Systematic phonics instruction has been used widely over a long period of time with positive results, and a variety of systematic phonics programs have proven effective with children of different ages, abilities, and socioeconomic backgrounds.

The company built a successful business based upon significant advertising, leading to sales of over $100M per year. The product, along with its catchphrase "Hooked on Phonics worked for me!" (spoken by children in the product's television ads) and its telephone number "1-800-ABCDEFG" (now belonging to the Wilshire Law Firm), became widely recognized during the mid-1990s.[3]

Read with Phonics is a phonics based app that helps young people to learn synthetic phonics in a colourful and interactive way. It improves letter sounds recognition and is a great stepping stone to help your little ones on their reading journey! This is a fantastic app that has been extremely well developed by professionals proficient in not only the topic of phonics but also with a very good understanding of the education and classroom setting. 
Simplistic, broad generalizations or “rules” do not work. For example, if we say that silent e signals a long vowel sound all the time, then we have a lot of issues. But if the generalization is made more specific, it is more applicable. For example, the silent e pattern is consistent more than 75 percent of the time in a_e, i_e, o_e, and u_e, but only consistent 16 percent of the time with e_e.

Thus, one concern is how to maintain consistency of instruction while still encouraging the unique contributions of teachers. Other programs require a sophisticated knowledge of spelling, structural linguistics, or word etymology. In view of the evidence showing the effectiveness of systematic phonics instruction, it is important to ensure that the issue of how best to prepare teachers to carry out this teaching effectively and creatively is given high priority.

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.
"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."
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.
Recently, the National Reading Panel, composed of experts in the field of literacy, was asked by the United States Congress to examine the research on the teaching of reading. A subgroup of the National Reading Panel reviewed 38 studies to determine what the research says about the teaching of phonics. To ensure the soundness of its findings, the National Reading Panel chose to review only studies that met rigorous criteria for research studies.

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Time4Learning offers engaging curriculum which covers math, language arts, science, and social studies. The language arts program has a strong phonics program along with listening comprehension, pre-phonics skills building such as phonemic/phonological awareness, vocabulary, self expression, writing, reading comprehension, and grammar. Time4Learning also includes social studies, science, and the option to add on a foreign language.
Later, international evaluations TIMSS and PISA showed a sharp improvement in all areas, namely literacy, from 2011/2012 to 2015, Portuguese students results raised to above OECD and IEA averages, attaining the best results ever for Portugal. A few analysts[65] explain these advances by some of the educational measures then put in place: the development of more demanding curricula, the emphasis on direct teaching, and explicit fluency training in reading and mathematics.
HOP helped my son so much!! The leg up it gave him in school was indescribable!! I was a poor reader and hated to be called on in class but he excelled in reading and comprehension!! He was able to bypass all the pitfalls I fell in... self doubt, embarrassment, dread... that I suffered thru!! It's pricey, it was back then too, but I would do it again if I had the chance!! In a heartbeat!! I want my grandchildren to excell!! I will do whatever I have to to insure that they have the leg up that I so wish I had had all those years ago!!
When students log in, they choose a subject, select a chapter, pick a lesson and complete the activities. A bright green arrow tells them where they left off, and completed work is clearly labeled with a check-mark or a gold star. Visual and auditory prompts guide students through the lessons making them easy for young learners to follow, and an online playground (controlled by parents) rewards and motivates them to finish their lessons.

Phonics is knowing that sounds and letters have a relationship — it's that simple, and that complex. It is the link between what we say and what we can read and write. Phonics offers your beginning reader the strategies she needs to sound out words. For example, she learns that the letter D has the sound of "d" as in "doll." Then she learns how to blend letter sounds together to make words like dog.
Phonics reading is also necessary for the improvement of a child's reading comprehension. It is impossible for somebody to understand a word that is not properly pronounced. When a child learns how to pronounce a word very well, the child will be able to comprehend what he or she reads. Reading comprehension is another benefit that can be derived from phonics reading. Phonics reading will also help a child in acquiring more vocabulary on daily basis. When a child is able to pronounce a word correctly, the child will be able to understand the word. Children normally use in their words that they understand in their daily speech.
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