The need to explicitly teach letter-sound relationships in U.S. classrooms is settled science.1 However, too often such instruction is not provided in the most efficient or effective way. These instructional missteps mean that fewer children will develop strong word-reading skills. In addition, ineffective phonics instruction is likely to require more class time and/or later compensatory intervention, taking time away from the growth of other important contributors to literacy development. We have encountered many dozens, if not hundreds, of phonics faux pas. In this article, we focus on seven in early reading instruction that deserve our serious attention.
For lots of children, their second year is the time when they really put all the phonics they know into practice, and learn to read longer and slightly more complex stories and non-fiction books. The focus in year 2 is not so much on using phonics for reading, as by now many children know most of the phonics they need. There’s more of a shift to using phonics for spelling, so that children use the phonics they know to help them work out how to spell a wider range of words.
As a licenced teacher and later as a principal, I have successfully educated more than 300 students ranging in age from 5 to 20 at a private school I founded and operated for 9 years. All my students were failing in either public or private schools when they came to me. The one main thing that all my students had in common regardless of the medical designation they had was that their reading comprehension skills were extremely weak. This is a common occurance for a full one third of the population. Hence my brand name...One Third.
In the reading skills pyramid, a visual illustration of the process kids go through when learning to read, phonics follows closely behind phonemic awareness. Once children understand that letters have associated sounds, they begin to make relationships between those sounds and spelling. This is the skill that helps beginning readers decode — or sound out — new words. The key elements of reading are:
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.
Hooked on Phonics Reading Power 1992 is a great resource for children learning to read and comprehend what they are reading. The set is complete except for one cassette is missing. See pictures. Some of the first 23 pages of the student record book have been written in pencil but can be erased. The box and its contents are in excellent used condition. Great teaching tool.
To be able to make use of letter-sound information, children need phonemic awareness. That is, they need to be able to blend sounds together to decode words, and they need to break spoken words into their constituent sounds to write words. Programs that focus too much on the teaching of letter-sound relations and not enough on putting them to use are unlikely to be very effective.
^ "National Reading Panel (NRP) – Publications and Materials – Reports of the Subgroups". 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: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. 2000. Archived from the original on 2010-06-11.
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).
Also, we haven’t yet used ANY of the digital materials, because our little guy is more or less screen-free, but when he does start using screens, I’ll certainly set him up with the Hooked on Phonics app – I played with it a bit myself and I was impressed with the simplicity, ease of navigation, and the content (not super annoying as many kids digital products can be!).
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 is a commercial brand of educational materials, originally designed for reading education through phonetics. First marketed in 1987, it used systematic phonics and scaffolded stories to teach letter–sound correlations (phonics) as part of children's literacy. The program has since expanded to encompass a wide variety of media, including books, computer games, music, videos, and flash cards in addition to books in its materials, as well as to include other subject areas. The target audience for this brand is primarily individuals and home school parents. The product was advertised extensively on television and radio throughout the 1990s.
Your child’s reception year is the time when they will learn a lot of phonics fast! Schools use lots of different phonics programmes and systems – some common ones are Jolly Phonics, Read Write Inc, Big Cat, Bug Club and Oxford Reading Tree. So the exact order in which different letter sounds are introduced may vary depending on the scheme your child’s school is using. But most of the phonic schemes used in school are based on the Government’s own guidance, which is called Letters and Sounds.
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.
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. 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.
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.
This table depicts several different types of phonics instructional approaches that vary according to the unit of analysis or how letter-sound combinations are represented to the student. For example, in synthetic phonics approaches, students are taught to link an individual letter or letter combination with its appropriate sound and then blend the sounds to form words. In analytic phonics, students are first taught whole word units followed by systematic instruction linking the specific letters in the word with their respective sounds.
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.
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.