Letter – Sound Relationships
One part of learning to read
One part that serves the reader in his/her meaning making reading work!
Go read it. Bookmark it. Download it. Study it!
7 Pitfalls from the past . . .
How to teach phonics . . .
How not to teach phonics . . .
“Specific, Applicable Generalizations
Simplistic, broad generalizations or “rules” do not work. For example, if we say that silent e signals a long vowel sound all the time, then we have a lot of issues. But if the generalization is made more specific, it is more applicable. For example, the silent e pattern is consistent more than 75 percent of the time in a_e, i_e, o_e, and u_e, but only consistent 16 percent of the time with e_e.”
Details matter. The quote above came from #7 in the linked article. Perhaps you skimmed over that section. I believe it is probably one of the most critical sections. And in case you missed it, #7 is
7. Missing Essential Elements of Phonics Instruction
Teach Letter – Sound Relationships.
Check the research on teaching letter-sound relationships.
Check the instruction in your classrooms.
Then check the student learning.
What work with Letter-Sound relationships have your PLN’s been doing?
Arm yourself with knowledge!
How do you know what students understand about letter-sound relationships?
By their writing.
What do they use? How do they apply their knowledge?
Have you studied these? Utility of Phonics Generalizations