Once children can identify the names of each letter, they can begin learning the most common sounds represented by each of the 26 letters of the alphabet. ABCmouse.com’s collection of The Letter Songs A–Z will help children identify those sounds, as will the hundreds of other games and activities such as the Alphabet Bubble Burst game and the book Alphabet in the Park.
Despite these different focuses, phonics instruction and phonemic awareness instruction are connected. In fact, phonemic awareness is necessary for phonics instruction to be effective. Before students can use a knowledge of sound-spelling relationships to decode written words, they must understand that words (whether written or spoken) are made up of sounds. Phonemic awareness is the understanding that a word is made up of a series of discrete sounds. Without this insight, phonics instruction will not make sense to students.
In addition, it is not clear how many months or years a phonics program should continue. If phonics has been systematically taught in kindergarten and 1st grade, should it continue to be emphasized in 2nd grade and beyond? How long should single instruction sessions last? How much ground should be covered in a program? Specifically, how many letter-sound relations should be taught, and how many different ways of using these relations to read and write words should be practiced for the benefits of phonics to be maximized? These questions remain for future research.
Short vowel+consonant patterns involve the spelling of the sounds /k/ as in peek, /dʒ/ as in stage, and /tʃ/ as in speech. These sounds each have two possible spellings at the end of a word, ck and k for /k/, dge and ge for /dʒ/, and tch and ch for /tʃ/. The spelling is determined by the type of vowel that precedes the sound. If a short vowel precedes the sound, the former spelling is used, as in pick, judge, and match. If a short vowel does not precede the sound, the latter spelling is used, as in took, barge, and launch.
English has absorbed many words from other languages throughout its history, usually without changing the spelling of those words. As a result, the written form of English includes the spelling patterns of many languages (Old English, Old Norse, Norman French, Classical Latin and Greek, as well as numerous modern languages) superimposed upon one another. These overlapping spelling patterns mean that in many cases the same sound can be spelled differently and the same spelling can represent different sounds. However, the spelling patterns usually follow certain conventions. In addition, the Great Vowel Shift, a historical linguistic process in which the quality of many vowels in English changed while the spelling remained as it was, greatly diminished the transparency of English spelling in relation to pronunciation.
Owing to the shifting debate over time (see "History and Controversy" below), many school systems, such as California's, have made major changes in the method they have used to teach early reading. Today, most[which?] teachers combine phonics with the elements of whole language that focus on reading comprehension. Adams and the National Reading Panel advocate for a comprehensive reading programme that includes several different sub-skills, based on scientific research. This combined approach is sometimes called balanced literacy, although some researchers assert that balanced literacy is merely whole language called by another name. Proponents of various approaches generally agree that a combined approach is important. A few stalwarts favour isolated instruction in Synthetic phonics and introduction to reading comprehension only after children have mastered sound-symbol correspondences. On the other side, some whole language supporters are unyielding in arguing that phonics should be taught little, if at all. 
In 1996 the California Department of Education took an increased interest in using phonics in schools. And in 1997 the department called for grade one teaching in concepts about print, phonemic awareness, decoding and word recognition, and vocabulary and concept development.  Then, in 2014 the Department stated "Ensuring that children know how to decode regularly spelled one-syllable words by mid-first grade is crucial". It goes on to say that "Learners need to be phonemically aware (especially able to segment and blend phonemes)". In grades two and three children receive explicit instruction in advanced phonic-analysis and reading multi-syllabic and more complex words.
This is a great synopsis of the Alphabetic portion of the NRP report on Teaching Children to Read. For those willing to slog through the full report itself, there are many additional interesting nuggets discovered in this meta-analysis, such as the use of mnemonics for teaching letter-sound relations to kindergartners is supported by evidence, plus the portions devoted to reading fluency and comprehension.
I remember growing up with HOP and it is and has always been a great learning tool to teach kids how to read--and read well. My son is a first grader and they don't use HOP to teach reading in his school, but I wanted my preschool daughter to get a head start by using this program. I wish I would have used it with my son. I was skeptical about the DVD at first, but the music and graphics are actually really fun and entertaining. As parents, we all know how cheesy kids' learning tools can be, but this is not one of them. My daughter likes the book as well and it is pretty good at reinforcing what the letters look like. I do wish the DVD was broken down a bit more and focused on one letter thoroughly before moving onto the next. Fortunately, my daughter was in my son's kindergarten class a lot last year because I was a volunteer in there so she picked up on a lot the letter sounds and letter recognition from that. But again, the video and songs are fun and do offer a quick visual and auditory glimpse at the letters and their sounds.
After they’ve gained phonemic awareness and early phonics skills, students move even closer to learning to read. With Time4Learning, 1st graders begin learning phonics online by translating syllables into words and focusing on phonetic spelling strategies. In 2nd grade, students advance their phonics knowledge by decoding multisyllabic words and recognizing word roots, prefixes and suffixes.
abc PocketPhonics app covers all the sounds and children have the opportunity to practise blending and segmenting to read and write words. It teaches students the sounds of different letters and basic words. This app uses the Phonics method (phoneme-centered approach), as taught in UK schools, to develop reading skills. It also closely matches the order in which schools will usually teach the different sounds, as defined in the National Curriculum.
I am using this product as a reading guide for my 2and 4 year Olds. My 4 year old absolutely loves it. I adjust our focus based on the knowledge that she already has. As a mom it makes me feel confident that I can teach her how to read. Prior to getting this I didn't know where to start. She already knew her abcs and letter sounds but we are doing the whole course anyway. I am mixing some more challenging lessons in so that she keeps her focus and then we go back to the 'easy stuff' to help her feel successful if she gets frustrated. I will start my 2 year old in a simplified version of the first lesson group in the fall. This product comes highly recommended.
ABC and Phonics Song - Learn the ABC with the best ABC and Phonics Songs for children. A is for Apple, B is for Baby, C is for Candy and more from A to Z. This colorful animated video ABC and Phonics will teach kids the sounds of the letters in English. Children will also learn words for every alphabet letter. This educational, Easy learning, video for kids features the ABC and phonics song.
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Children who have already developed phonics skills and can apply them appropriately in the reading process do not require the same level and intensity of phonics instruction provided to children at the initial phases of reading acquisition. Thus, it will also be critical to determine objectively the ways in which systematic phonics instruction can be optimally incorporated and integrated in complete and balanced programs of reading instruction. Part of this effort should be directed at preservice and inservice education to provide teachers with decision-making frameworks to guide their selection, integration, and implementation of phonics instruction within a complete reading program.
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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).
Systematic phonics instruction is designed to increase accuracy in decoding and word recognition skills, which in turn facilitate comprehension. However, it is again important to note that fluent and automatic application of phonics skills to text is another critical skill that must be taught and learned to maximize oral reading and reading comprehension. This issue again underscores the need for teachers to understand that while phonics skills are necessary in order to learn to read, they are not sufficient in their own right. Phonics skills must be integrated with the development of phonemic awareness, fluency, and text reading comprehension skills.
Parents are consistently provided with a scope and sequence, lessons plans, and the ability to track their own child’s progress, making scores, assignments and assessments readily available at all times. With the ability to print these plans and assignments, parents can easily create a home-school portfolio, saving time and helping in the overall organization. Parental support is also given through our online forum where discussions and questions may be posted.
Phonics is a tried and proven method for learning to read. Although English is not purely a phonetic language, phonics is an important tool for beginners learning to read the language. Due to the effectiveness of phonics-based instruction, more public and private schools have emphasized phonics instruction in recent years. Parents who teach their children at home also frequently report satisfaction with instructional materials for phonics, based on the emails we receive.
^ "National Reading Panel (NRP) – Publications and Materials – Summary Report". National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office. 2000. Archived from the original on 2010-06-10.
During the late 1990s the whole language approach gained popularity in Portugal, but in a non-explicit form. Emphasis was placed on meaning, reading for pleasure, and developing a critical approach to the texts. Explicit phonemic awareness and explicit training for reading fluency were considered outdated by some teachers' organizations. Poor results in international comparisons led parents and schools to react to this approach and to insist on direct instruction methods. Later, during minister Nuno Crato’s tenure (2011-2015), who is known to be a vocal critic of constructivist approaches and a supporter of cognitive psychology findings, new standards ("metas") were put in place. The ministry convened a team led by a well-known specialist in reading, José Morais. This team introduced an explicit phonics teaching approach, put emphasis on decoding and reading fluency.