Prepared by: Y. O’Neill & E. Smith

For: N.L.H. Faculty

Systematic

Written English Language

Letters representing sounds

Producing reading and writing

Relationships

Phonemes identified as spoken sounds

Sounds map into letters

Reading First

Phonetics & Phonology

Sounds & rules Voiced & unvoiced sounds

Semantics and Syntax: The meanings of words and how they are used in a sentence; rules of grammar

Morphology & orthography

Smallest unit of meaning & written system

Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction.

Systematic and explicit phonics instruction significantly improves kindergarten and 1st-grade children’s word recognition and spelling.

Systematic and explicit phonics instruction significantly improves children’s reading comprehension.

Systematic and explicit phonics instruction is effective for children from various social and economic levels.

Systematic and explicit phonics instruction is particularly beneficial for children who are having difficulty learning to read and who are at risk for developing future reading problems.

Systematic and explicit phonics instruction is most effective when introduced early.

Phonics instruction is not an entire reading program for beginning readers.

Helps children learn the relationships between the letters of written language and the sounds of spoken language.

Leads to an understanding of the alphabetic principle.

Programs are effective when they are –systematic and explicit.

Programs provide ample opportunities for children to apply what they are learning about letters & sounds to the reading of words, sentences, and stories.

Significantly improves children’s word recognition, spelling, and reading comprehension; is most effective when it begins in kindergarten or 1st grade.

Word Recognitionand Comprehension

Indirect VocabularyListening and writing

Direct Vocabularyspeaking and reading

Meta-cognition “Thinking about Thinking”

Phonics

Phonological Phonemic

Awareness

Identify

Read Connect

Ambruster, B. B., 2003, Put Reading First: The Research Building Blocks for Teaching Children to Read, University of Illinois, US.

Retrieved on 10/20/2008 from www.ncsip.org; Unit 2; Learning to Read and Spell.

Retrieved on 10/20/2008 from www.ncsip.org; Unit 3; The Structure of Language.