#2: Explicit Phonics Instruction Is More Beneficial Than Implicit InstructionĪccording to Chall (1996), "systematic and early instruction in phonics leads to better reading: better accuracy of word recognition, decoding, spelling, and oral and silent reading comprehension." The most effective type of instruction, especially for children at risk for reading difficulties, is explicit (direct) instruction (Adams, 1990 Chall, 1996 Honig, 1995 Evans and Carr, 1985 Stahl and Miller, 1989 Anderson et al, 1985.). Beginning readers learn better when their teachers emphasize these relationships (Chall, 1996). Phonics instruction also helps to get across the alphabetic principle (that the letters of the alphabet stand for sounds) by teaching the relationship between letters and the sounds they represent. Children not only learn more words, but they become more familiar with the common spelling patterns of English which, in turn, helps them decode longer words. This wide reading subsequently results in greater reading growth. That is, children who are good decoders read many more words than children who are poor decoders (Juel, 1988). In addition, successful early decoding ability is related to the number of words a reader encounters. As decoding skills improve and more and more words are recognized by sight, less mental energy is required to decode words and more mental energy can be devoted to making meaning from the text (Freedman and Calfee, 1984 LaBerge and Samuels, 1974). Since decoding requires so much of this mental energy, little is left over for higher-level comprehension. They contend that we have a set amount of mental energy that we can devote to any task (Kahneman, 1973). Why this is so can be gleaned from the work of cognitive psychologists. Readers who are skilled at decoding usually comprehend text better than those who are poor decoders. Weak decoding skills are characteristic of poor readers (Carnine, Carnine, and Gertsen, 1984 Lesgold and Curtis, 1981). The early ability to sound out words successfully is a strong predictor of future growth in decoding (Lundberg, 1984) and comprehension (Lesgold and Resnick, 1982).
#Rationale for teaching sight words how to
The purpose of this instruction is to teach children how to read with accuracy, comprehension, fluency, and pleasure. Phonics instruction is therefore an essential ingredient in reading instruction. With phonics they learn to read and write these and more words at a faster rate than they would without phonics." By the age of six, most children already have about 6,000 words in their listening and speaking vocabularies.
As Chall states "By learning phonics, students make faster progress in acquiring literary skills - reading and writing.
However, even children from language rich backgrounds benefit from phonics instruction (Chall, 1967). Phonics instruction is particularly beneficial for children at risk for learning difficulties - those children who come to school with limited exposures to books, have had few opportunities to develop their oral languages, are from low socio-economic families, have below-average intelligence, are learning English as a second language, or are suspected of having a learning disability. This instruction helps children decode words that follow these predictable sound-spelling relationships and syllable spelling patterns. #1: Phonics Instruction Can Help All Children Learn to ReadĪll children can benefit from instruction in the most common sound-spelling relationships and syllable patterns in English. Below is a list of ten of the top research findings regarding phonics. Much of this research has focused on the usefulness of phonics instruction and the best ways to teach children about sound-spelling relationships. Page Not Found » Phonics: Ten Important Research Findings Phonics: Ten Important Research FindingsĬountless research studies have been conducted on phonics instruction.
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