Posted: February 7th, 2024

Phonics

Phonics is a method of teaching reading and writing that focuses on the relationship between sounds and letters. Phonics helps learners to decode words by breaking them down into their smallest units, called phonemes. Phonics also helps learners to encode words by blending phonemes together to form written words.

Phonics is widely used in many countries as a way of developing literacy skills, especially for young children and second language learners. Phonics has been shown to have positive effects on reading accuracy, fluency, comprehension, spelling and vocabulary (Ehri et al., 2001; National Reading Panel, 2000; Rose, 2006). However, phonics is not the only factor that influences reading and writing success. Other factors, such as motivation, background knowledge, oral language skills and exposure to print, also play important roles (Krashen, 2004; Snow et al., 1998).

Phonics instruction can vary in terms of its scope, sequence, pace and approach. Some phonics programs teach only the basic sound-letter correspondences, while others teach more complex patterns and rules. Some phonics programs follow a fixed order of introducing phonemes and graphemes, while others adapt to the needs and interests of the learners. Some phonics programs use explicit and systematic instruction, while others use implicit and incidental learning. Some phonics programs use synthetic methods, where learners build words from individual sounds, while others use analytic methods, where learners break words into their constituent parts (Wyse & Goswami, 2008).

There is no consensus on which type of phonics instruction is best for all learners. Different phonics programs may have different strengths and weaknesses, depending on the goals, contexts and characteristics of the learners and teachers. Therefore, it is important to evaluate the effectiveness of phonics instruction based on empirical evidence and sound pedagogical principles. It is also important to integrate phonics instruction with other aspects of literacy development, such as comprehension strategies, vocabulary development and writing skills (Adams, 1990; Pressley et al., 2001).

References:

Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Ehri, L.C., Nunes, S.R., Stahl, S.A., & Willows, D.M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393-447.

Krashen, S.D. (2004). The power of reading: Insights from the research (2nd ed.). Portsmouth, NH: Heinemann.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

Pressley, M., Wharton-McDonald, R., Mistretta-Hampston, J., & Echevarria, M. (2001). Literacy instruction in 10 fourth- and fifth-grade classrooms in upstate New York. Scientific Studies of Reading, 5(4), 287-322.

Rose, J. (2006). Independent review of the teaching of early reading: Final report. London: Department for Education and Skills.

Snow, C.E., Burns, M.S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Wyse, D., & Goswami, U. (2008). Synthetic phonics and the teaching of reading. British Educational Research Journal,
34(6), 691-710.

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Study Notes & Homework Samples: Reciprocal Teaching »Phenomenon-based learning (PhBL)