Chapter 6: PHONICSChapter 6: PHONICS

Jan HughesJan Hughes

WHATWHAT

PhonicsPhonics is the instruction of the is the instruction of the relationship between letters and the relationship between letters and the sounds they representsounds they represent

DecodingDecoding is the ability to convert a is the ability to convert a word from print to speechword from print to speech

Alphabetic Principle Alphabetic Principle is the is the understanding that written letters understanding that written letters represent spoken sounds and that represent spoken sounds and that sounds go together to make wordssounds go together to make words

PHONICSPHONICS

Phonics is a method of instruction Phonics is a method of instruction that teaches the relationship that teaches the relationship between letters and letter between letters and letter combinations (graphemes) in written combinations (graphemes) in written language and the individual sounds language and the individual sounds (phonemes) in spoken language and (phonemes) in spoken language and how to use these relationships to how to use these relationships to read and spell words.read and spell words.

SYSTEMATIC AND EXPLICIT SYSTEMATIC AND EXPLICIT PHONICS INSTRUCTIONPHONICS INSTRUCTION

Systematic Phonics Instruction: teaches Systematic Phonics Instruction: teaches sound/spelling relationships in a logical sound/spelling relationships in a logical instructional sequenceinstructional sequence

Explicit Phonics Instruction: teaches Explicit Phonics Instruction: teaches concepts that are clearly explained and concepts that are clearly explained and modeledmodeled

PHONICS INSTRUCTIONPHONICS INSTRUCTION

Systematic Systematic and Explicit and Explicit Phonics Phonics InstructionInstruction

Improves students’ Improves students’ reading and spelling in reading and spelling in kindergarten and grade 1.kindergarten and grade 1.

Improves students’ ability Improves students’ ability to comprehendto comprehend

Helps prevent reading Helps prevent reading difficulties among at-risk difficulties among at-risk studentsstudents

Helps students who have Helps students who have difficulty learning to readdifficulty learning to read

APPROACHES TO PHONICS APPROACHES TO PHONICS INSTRUCTIONINSTRUCTION

Synthetic phonicsSynthetic phonics Transforming letters and letter combinations into sounds and Transforming letters and letter combinations into sounds and

then blending the sounds together to form words.then blending the sounds together to form words. Analogy PhonicsAnalogy Phonics

Using a rime in a familiar word to identify an unfamiliar word Using a rime in a familiar word to identify an unfamiliar word having that same rime.having that same rime.

Example: use “ick” in a familiar word to teach unfamiliar Example: use “ick” in a familiar word to teach unfamiliar words such as brick, trick etc.words such as brick, trick etc.

Analytic PhonicsAnalytic Phonics Identify familiar words and then introduce a sound/spelling Identify familiar words and then introduce a sound/spelling

relationship within that word.relationship within that word. Example: identify the middle sound of mat and use other Example: identify the middle sound of mat and use other

words with this such as fan, tan, bag.words with this such as fan, tan, bag. Embedded PhonicsEmbedded Phonics

Phonics instruction is embedded in the context of Phonics instruction is embedded in the context of reading and writing experience. reading and writing experience.

These skills include using context, pictures, familiar word These skills include using context, pictures, familiar word parts and the first and last letter of words.parts and the first and last letter of words.

GOOD PHONICS INSTRUCTIONGOOD PHONICS INSTRUCTION

Develops understanding of the Develops understanding of the alphabetic principle (relationship alphabetic principle (relationship between letters and sounds in between letters and sounds in words).words).

Incorporates phonemic awarenessIncorporates phonemic awareness Provides practice in reading wordsProvides practice in reading words Leads to automatic word recognitionLeads to automatic word recognition Only Only oneone part of a comprehensive part of a comprehensive

reading programreading program

Effective Instructional TechniquesEffective Instructional Techniques

Provide immediate corrective Provide immediate corrective feedback and model correct responsefeedback and model correct response

Monitor students to make sure they Monitor students to make sure they are paying attention and responding are paying attention and responding correctlycorrectly

Lively pacing to keep students Lively pacing to keep students attentiveattentive

Signaling to have students talk in Signaling to have students talk in unisonunison

PHONICS SCOPE AND PHONICS SCOPE AND SEQUENCESEQUENCE

Guidelines when evaluating a reading Guidelines when evaluating a reading programprogram– Should introduce sound/spelling that occur Should introduce sound/spelling that occur

in most wordsin most words– High-utility sound/spellingsHigh-utility sound/spellings– Progress from simple to more complexProgress from simple to more complex– Single consonant and short vowel should be Single consonant and short vowel should be

introduced earlyintroduced early– Letters with easy to pronounce sounds firstLetters with easy to pronounce sounds first– Letters having similar sounds and shape Letters having similar sounds and shape

should be separatedshould be separated

GENERAL SEQUENCE FOR GENERAL SEQUENCE FOR TEACHING PHONICSTEACHING PHONICS

When choosing a Reading programWhen choosing a Reading program– Look for a systematic sequenceLook for a systematic sequence

Single consonants/short vowelSingle consonants/short vowelConsonant diagraphConsonant diagraphLong vowel with silent e (CVCe)Long vowel with silent e (CVCe)Y as a vowelY as a vowelR-controlled vowelsR-controlled vowelsSilent consonantsSilent consonantsVowel diagraphsVowel diagraphsVariant vowel diagraphs/dipthongsVariant vowel diagraphs/dipthongs

DECODING REGULAR WORDSDECODING REGULAR WORDS

Regular words are words in which each Regular words are words in which each letter represents its more common soundletter represents its more common sound– Struggling readers need to sound out words Struggling readers need to sound out words

orally and move to recognizing words orally and move to recognizing words automaticallyautomatically

– Words beginning with a continuous sound are Words beginning with a continuous sound are easiest for students to blend (i.e. at and map)easiest for students to blend (i.e. at and map)

– Words with beginning stop sounds are harder Words with beginning stop sounds are harder to blend (i.e. dog and bag)to blend (i.e. dog and bag)

– Start with the easiest to blend and then move Start with the easiest to blend and then move on to harder blend wordson to harder blend words

BLENDING ROUTINESBLENDING ROUTINES

Sound by sound blendingSound by sound blending Continuous blendingContinuous blending Whole word blendingWhole word blending Spelling-focused blendingSpelling-focused blending

– Pages 181-182 examplesPages 181-182 examples

AUTOMATIC WORD AUTOMATIC WORD RECOGNITIONRECOGNITION

Several sub skills are required to Several sub skills are required to develop word recognitiondevelop word recognition

– Being able to identify letters and Being able to identify letters and sounds quicklysounds quickly

– Being fluent in phonics decodingBeing fluent in phonics decoding

– must have the automatic word recognition must have the automatic word recognition skills for reading fluently, which is an skills for reading fluently, which is an essential skill for comprehensionessential skill for comprehension

TEXT TYPESTEXT TYPES

Decodable TextDecodable Text– Reading practice material in which the majority Reading practice material in which the majority

of words are linked to phonics instruction using of words are linked to phonics instruction using sound/spelling relationships and spelling sound/spelling relationships and spelling patterns students have been taughtpatterns students have been taught

Predictable/patterned textPredictable/patterned text– Repetitive or cumulative text patternsRepetitive or cumulative text patterns– Match text to illustrationsMatch text to illustrations

Authentic textAuthentic text– Literature trade books in different genresLiterature trade books in different genres

DECODABLE TEXT ANALYSISDECODABLE TEXT ANALYSIS

Wholly decodable wordsWholly decodable words– Word that can be identified on the basis of Word that can be identified on the basis of

sound/spelling relationships and spelling sound/spelling relationships and spelling patterns previously taughtpatterns previously taught

Irregular wordsIrregular words– High frequency and story words that were High frequency and story words that were

taught previouslytaught previously Non decodable wordsNon decodable words

– Words that are not wholly decodable or Words that are not wholly decodable or previously taught sight wordspreviously taught sight words

PHONOGRAMSPHONOGRAMS

A phonogram is a letter or series of letters A phonogram is a letter or series of letters that stand for a sound, syllable, syllable that stand for a sound, syllable, syllable part, or series of soundspart, or series of sounds– Phonograms should not be the sole focus of Phonograms should not be the sole focus of

early reading instructionearly reading instruction– Phonograms should build on knowledge gained Phonograms should build on knowledge gained

from systematic and explicit phonics from systematic and explicit phonics instruction instruction

– Knowing phonograms should be included in Knowing phonograms should be included in instructioninstruction

– Knowing phonograms is a critical step to Knowing phonograms is a critical step to decoding chunks of words decoding chunks of words

WORD WORK: ENCODING AND WORD WORK: ENCODING AND DECODINGDECODING

Word sortingWord sorting– Grouping words according to categories to show Grouping words according to categories to show

similarities or differencessimilarities or differences Kinds of word sortsKinds of word sorts

Closed—teacher defines words and models sortingClosed—teacher defines words and models sorting Open—student defines words and picturesOpen—student defines words and pictures Blind—teacher defines key word and calls out a word Blind—teacher defines key word and calls out a word

(students do not see). Students point to key word with (students do not see). Students point to key word with same soundsame sound

Writing—teacher calls out word and student writes word Writing—teacher calls out word and student writes word below the key word that has the same sound/spelling below the key word that has the same sound/spelling patternpattern

Speed—closed, open, blind, writing are completed in a Speed—closed, open, blind, writing are completed in a particular time frameparticular time frame

WORD WORK: ENCODING AND WORD WORK: ENCODING AND DECODINGDECODING

Elkonin boxes with lettersElkonin boxes with letters– Helps develop phonemic awarenessHelps develop phonemic awareness– Students segment words using chips to Students segment words using chips to

represent soundsrepresent sounds– Helps bridge the connection between phonemes Helps bridge the connection between phonemes

and graphemesand graphemes Word buildingWord building

– The effects on a word when changing one letterThe effects on a word when changing one letter– Words are transformed by substituting, Words are transformed by substituting,

inserting, or deleting lettersinserting, or deleting letters– Each word is different than the previous word by Each word is different than the previous word by

one letterone letter

WORD WORK: ENCODING AND WORD WORK: ENCODING AND DECODINGDECODING

DictationDictation– Sound by sound dictationSound by sound dictation

Teacher dictates word to student one sound Teacher dictates word to student one sound at a timeat a time

– Whole word dictationWhole word dictationStudents are prompted to think about the Students are prompted to think about the

sounds they hear in the words and write the sounds they hear in the words and write the entire wordentire word

WHYWHY

Systematic phonics instruction helps Systematic phonics instruction helps students learn to read more students learn to read more effectively than nonsystematic effectively than nonsystematic phonics or no phonics instructionphonics or no phonics instruction

National Reading Panel 2000National Reading Panel 2000

WHYWHY

Based on numerous studies, it has Based on numerous studies, it has been confirmed that phonics been confirmed that phonics instruction is the best and most instruction is the best and most efficient way to teach alphabetic efficient way to teach alphabetic principlesprinciples

Less mental energy is used to Less mental energy is used to decode the words and more energy decode the words and more energy can be devoted to comprehensioncan be devoted to comprehension

WHEN TO TEACHWHEN TO TEACH Phonics instruction has the greatest Phonics instruction has the greatest

impact on beginning reader in impact on beginning reader in kindergarten and first gradekindergarten and first grade

Students who don’t master or become Students who don’t master or become fluent in phonics skills by the end of first fluent in phonics skills by the end of first grade continue to struggle in the future in grade continue to struggle in the future in other areas of readingother areas of reading

– Torgesen et. al. (2001)Torgesen et. al. (2001)

Researchers suggest about two years of Researchers suggest about two years of phonics instructionphonics instruction

Pacing is contingent on student masteryPacing is contingent on student mastery

WHEN TO ASSESS AND WHEN TO ASSESS AND INTERVENEINTERVENE

Intervention should begin in Intervention should begin in kindergarten and first grade as soon kindergarten and first grade as soon as a reading problem is identified as a reading problem is identified through assessmentthrough assessment

Assessment should include phonemic Assessment should include phonemic awareness, sound/spelling awareness, sound/spelling correspondence, decoding, and use correspondence, decoding, and use of nonsense wordsof nonsense words

OLDER STRUGGLING READERSOLDER STRUGGLING READERS

Intensive intervention is criticalIntensive intervention is critical Some weak readers will need basic Some weak readers will need basic

phonics instruction and phonemic phonics instruction and phonemic awarenessawareness

Some will need word attack skillsSome will need word attack skills For older readers, assessment and For older readers, assessment and

instruction should include more instruction should include more advanced morphological and advanced morphological and orthographic knowledgeorthographic knowledge

HOW? Integrated Picture HOW? Integrated Picture MnemonicsMnemonics

Letter-sound strategyLetter-sound strategy– Letter names and sounds can be taught togetherLetter names and sounds can be taught together

Teach/ModelTeach/Model Connect an integrated picture to the letter soundConnect an integrated picture to the letter sound make a copy of the picture.make a copy of the picture. Trace the letter and make it into a pictureTrace the letter and make it into a picture Write the letter and connect it to the picture nameWrite the letter and connect it to the picture name Practice and commit to memoryPractice and commit to memory

..

LESSON MODELSLESSON MODELS

Sound/Spelling CorrespondenceSound/Spelling Correspondence

Explicit PhonicsExplicit Phonics

PhonogramsPhonograms

Decodable TextDecodable Text

SOUND/SPELLING SOUND/SPELLING CORRESPONDENCE CORRESPONDENCE

LESSON MODEL 1LESSON MODEL 1 Teaches consonant diagraphs and Teaches consonant diagraphs and

short vowels short vowels – See pages 200-207 for lesson examplesSee pages 200-207 for lesson examples

Steps:Steps:– Phonemic awarenessPhonemic awareness– Teach/modelTeach/model– Word workWord work– Sound/spelling practiceSound/spelling practice– Corrective feedbackCorrective feedback

EXPLICIT PHONICS EXPLICIT PHONICS LESSON MODEL 2LESSON MODEL 2

Reading and writing CVC, CCVC, CVCe Reading and writing CVC, CCVC, CVCe words, vowel combinations, and words, vowel combinations, and phonograms phonograms – See pages 208-231for example lessons See pages 208-231for example lessons

Steps:Steps:– Phonemic awarenessPhonemic awareness– ModelModel– LeadLead– CheckCheck– ApplyApply– Word workWord work

PHONOGRAMS PHONOGRAMS LESSON MODEL 3LESSON MODEL 3

Reading and writing words with Reading and writing words with phonogramsphonograms– See pages 232-233 for lesson sampleSee pages 232-233 for lesson sample

StepsSteps– Phonemic awarenessPhonemic awareness– Introduce phonogramIntroduce phonogram– Onset-rime blendingOnset-rime blending– ApplicationApplication– Word work: word buildingWord work: word building

DECODABLE TEXT DECODABLE TEXT MODEL LESSON 4MODEL LESSON 4

Methods for reading decodable textsMethods for reading decodable texts– See 236-239 for sample lessonSee 236-239 for sample lesson

Steps:Steps:– Review irregular wordsReview irregular words– Introduce the bookIntroduce the book– Whole group readWhole group read

First with whisper read, then with choral readFirst with whisper read, then with choral read

– Individual turnsIndividual turns– Respond to questionsRespond to questions– Partner-read entire bookPartner-read entire book

CONCLUSIONCONCLUSION

WHAT:WHAT: The aim of phonics instruction is to The aim of phonics instruction is to

help children acquire alphabetic help children acquire alphabetic knowledge and use it to read and knowledge and use it to read and spell words.spell words.

--Ehri, 2006--Ehri, 2006

CONCLUSIONCONCLUSION

WHYWHY: : The English language is an alphabetic The English language is an alphabetic

language in which there are consistent language in which there are consistent though not entirely predictable though not entirely predictable relationships between letters and soundsrelationships between letters and sounds

Anderson et al., 1985Anderson et al., 1985

Phonics instruction increases the ability to Phonics instruction increases the ability to comprehend text for beginning readers comprehend text for beginning readers and older students with disabilitiesand older students with disabilities

National reading panel 2000 National reading panel 2000

CONCLUSIONCONCLUSION

WHEN?WHEN?The right maxims for phonics are: Do it The right maxims for phonics are: Do it

early. Keep it simple.early. Keep it simple.

Anderson et al., 1985Anderson et al., 1985

CONCLUSIONCONCLUSION

HOWHOW Use lessons that are research basedUse lessons that are research based Use the correct model for what you Use the correct model for what you

would like to teachwould like to teach Keep it interesting!Keep it interesting!

– Phonics instruction need not be boring, Phonics instruction need not be boring, especially if the instruction is kept brisk, especially if the instruction is kept brisk, to the point, and does not take an to the point, and does not take an excessive amount of time each day.excessive amount of time each day.

– Stahl, Duffy-Hester & Stahl, 1998Stahl, Duffy-Hester & Stahl, 1998