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Ways to teach phonics


Most teachers are acquainted with several approaches to phonics instruction, including those listed below. The distinctions between approaches are not absolute, and some programs of instruction combine approaches.

Synthetic phonics - Children learn how to convert letters or letter combinations into sounds, and then how to blend the sounds together to form recognizable words.

Analytic phonics - Children learn to analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation.

Analogy-based phonics - Children learn to use parts of word families they know to identify words they don't know that have similar parts.

Phonics through spelling - Children learn to segment words into phonemes and to make words by writing letters for phonemes.

Embedded phonics - Children are taught letter-sound relationships during the reading of connected text. (Since children encounter different letter-sound relationships as they read, this approach is not systematic or explicit.)

Onset-rime phonics instruction - Children learn to identify the sound of the letter or letters before the first vowel (the onset) in a one-syllable word and the sound of the remaining part of the word (the rime).

Phonics instruction produces the greatest impact on children's reading achievement when it begins in kindergarten or first grade.

Both kindergarten and first-grade children who receive systematic phonics instruction are better at reading and spelling words than kindergarten and first-grade children who do not receive systematic instruction.

To be effective with young learners, systematic instruction must be designed appropriately and taught carefully. It should include teaching letter shapes and names, phonemic awareness, and all major letter-sound relationships. It should ensure that all children learn these skills. As instruction proceeds, children should be taught to use this knowledge to read and write words.

Along with phonics instruction, young children should be solidifying their knowledge of the alphabet, engaging in phonemic awareness activities, and listening to stories and informational texts read aloud to them. They also should be reading texts (both out loud and silently), and writing letters, words, messages, and stories.

Systematic and explicit phonics instruction provides practice with letter-sound relationships in a predetermined sequence. Children learn to use these relationships to decode words that contain them.








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