Top Ten Reasons to Teach Phonics
Teachers and parents often ask me if children learn to read in different ways. The short answer is, of course, they do. Some children have learned to read through explicit and systematic phonics; others have learned to read in a sight word-based “look-say” approach; some have learned to read via memorization of onsets and rimes; still others have learned to read via osmosis, i.e. they just seemed to “catch on.” However, I usually re-phrase their question as “Should children learn to read in different ways?” At that point my answer will change.
Our reading and spelling system is based upon the alphabetic code. It certainly makes sense to teach children to read how our system has been designed. If the student experiences difficulties, we have back-up strategies to reach the end-goal of literacy.
Top Ten Reasons to Teach Phonics
1. Phonics is an efficient way to teach reading.
There are only 43 common speech sounds (phonemes) in English and these are represented by about 89 common spellings. Learning the phonics code produces the biggest learning bang for the smallest instructional buck. We reading specialists and reading teachers may argue whether a speech to print or print to speech approach or whether a synthetic or analytic approach is best or more efficient to teach how to read and spell, but there is no argument that phonics is a necessary component to reading well. That is settled science.
2. Phonics works.
The swing away from whole language and balanced literacy to phonics-based instruction over the last 45 years has vastly improved reading test scores in states which have adopted this approach on nationally normed tests. The Mississippi miracle comes to mind.
3. Phonics is the fastest way to learn how to read.
Reading is not a developmentally acquired skill that naturally derives over time from lots of reading (Adams, 1988; Stanovich, 1986; Foorman, Francis, Novy, & Liberman 1991). Learning the code is the quickest way to learn how to read accurately and independently. Non-readers can independently read simple decodable text after minimal instruction.
4. Phonics makes students better spellers.
Because explicit phonics instruction teaches recognition, pronunciation, and blending of the sound-spelling patterns, students are better equipped to apply those same patterns to spellings or those spellings to reading.
5. Phonics requires less rote memorization.
The “Dick and Jane” reading method requires memorization of hundreds of words. Phonics makes use of prior knowledge (the sound-spelling relationships) to apply to new learning.
6. Phonics works better for students with learning disabilities.
Students with auditory and visual processing challenges learn best from the structure of explicit phonemic awareness and phonics instruction.
7. Phonics works better for English-language learners.
Phonics instruction relies on phonemic awareness and the connection of speech sounds to spellings. Phonics builds upon and adjusts that connection, rather than abandoning reading instruction already gained in the primary language.
8. Phonics works better for struggling readers.
Effective diagnostic assessments can easily determine which phonics skills have been mastered and which have not. Gap-filling simply makes sense. Remedial readers have strengths to build upon—they don’t need to start from scratch.
9. Phonics makes students smarter.
Interesting research shows that phonics-based instruction can actually change brain activity, resulting in significant improvements in reading (Flowers, 2004). Shankweiler, Lundquist, Dreyer, and Dickinson (1996) noted that differences in comprehension for upper elementary students largely reflected levels of decoding skill.
10. Phonics learning builds self-esteem and gets results.
Because progress is so measurable, students can quickly see their improvement in assessment data, and more importantly, in reading.
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The Science of Reading Intervention Program
The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)
The Science of Reading Intervention Program BUNDLE includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.
SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.
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