Tag Archives: pitfalls in phonics instruction

Phonics


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Letter – Sound Relationships

One part of learning to read

One part that serves the reader in his/her meaning making reading work!

Avoiding Instructional Missteps in Teaching Letter-Sound Relationships

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_ei_eo_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

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