phonics: teaching the alphabetic principle dr. deeney edc424
TRANSCRIPT
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What is Phonics?• A way of teaching reading that stresses
the acquisition of letter-sound correspondences and their use to read and spell words (Harris & Hodges, 1995)
• A system of instruction designed for the beginning reader (i.e. primary grade children or older students who are having difficulty learning to read)
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Phonemic Awareness vs. Phonics
Phonemic Awareness– Ability to segment
oral language– Thinking about
sounds in language (metalinguistic awareness)
– Not paper/pencil– Not letter/sound
Phonics– Instruction in the
alphabetic principle—the written representation of speech
– Sound/symbol knowledge
– Letter patterns– Rules/
generalizations
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The Marriage of PA and Phonics• Phonemic awareness and reading are
mutually supportive (Perfetti, Beck, & Hughes, 1987)
• Instruction in PA may be enhanced when the connections between the sound segments in words and the corresponding symbols are made explicit (Blachman, 1989; Bryant, 1983, 1985)
• Instruction in PA combined w/letter sounds shows significant gain over just letter sounds or typical instruction (Ball & Blachman, 1991)
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Why is Phonics Important?
• English is an alphabetic language
• English reading and spelling is based on predictable sound/symbol correspondences and predictable patterns
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Teaching Phonics
• Systematic phonics instruction shows greater effects on reading achievement than non-systematic or no phonics instruction (Chall, 1967; Bond & Dykstra, 1967/68; Stahl & Miller, 1989; Adams, 1991; Snow, Barnes, Chandler, & Miller, 1999??)
• Systematic phonics programs do not differ significantly from one another in terms of effect (National Reading Panel, 2000)
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“Systematic” Phonics Instruction:
• Planned, sequential introduction of phonic elements
• Explicit, systematic teaching of the planned sequence of sound/symbol correspondences
• Opportunities for practice taught skills in isolation and transfer to connected text containing those elements
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NON-Systematic• Incidental teaching (“teachable
moments”)• Morning message (unless tied to
systematic instruction)• Mismatch of instruction and
development• Random choice of letters/sounds to
teach• Lack of practice in the elements
taught
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Teaching Letter Sounds• Show letter• Tell letter name and how to write the letter (model and
provide practice)• Teach sound and how it is made (what the mouth looks
like)• Give way for students to remember (e.g. the letter S
looks like a snake and it sounds like a snake, too: /sssssss/!)
• Have students make sound sky-writing letter• Tell students some words that begin with the letter sound• Ask students for other words that begin with the letter
sound• Write a group sentence using the letter sounds (e.g.
“Sally saw sailboats on the sea.”)• Have students practice writing the letter and drawing
pictures of words that begin with the letter sound
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Buy a Vowel• Every word has a vowel• Rather than teaching all
consonants first, teach a consonant (or two) then a vowel
• Teach students right away how these sounds/letters make words
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A Recommended Sequence of Sound/Symbol Introduction
a, d, m, s, t, n, i, h, o, g, p, f, c, b, e, sh, k, ck, l, u, th,
r, w, j, x, ch, v, qu, z
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Words Their Way: Word Sorting
• Picture sorts for phonemic awareness
• Picture/word sorts for phonemic awareness/phonics
• Word sorts for phonics/spelling
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M D
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-at -an
fat
sat bat
mat
man
ban
ran
tan