Key Knowledge to Support Phonological Awareness and Phonics Instruction

Piasta, Shayne B.; Hudson, Alida K.

doi:10.1002/trtr.2093

Cited by 11 publications

(8 citation statements)

References 58 publications

(79 reference statements)

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“…Over the past three decades, a number of literacy researchers have identified key precursor skills for reading achievement. These skills have been documented in policy documents (Hawken, 2008;NELP, 2009;OME, 2022OME, , 2023 to guide instructional practice, and include such items as alphabet knowledge (Adams, 1990;Ehri, 2022), phonological awareness (Piasta & Hudson, 2022), rapid automatic naming of letters (McWeeny et al, 2022), writing letters and the child's name (NELP, 2009;Schickendanz, 2018), concepts of print (Clay, 1991), oral language (Seidenberg, 2017), and visual processing (Clay, 1991). These skills are a part of kindergarten educators' PCK and they need to observe student progress in each of these areas, and to have a well-developed set of instructional strategies to draw on, in order to teach these skills.…”

Section: Teaching Beginning Readingmentioning

confidence: 99%

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

Messenger,

Gallagher

2024

Journal of Teaching and Learning

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Many kindergarten educators grapple with how best to teach reading in play-based kindergarten classrooms. The purpose of this mixed-methods study was to ascertain the instructional strengths and needs of kindergarten educators as they teach reading in play-based programs. Fifteen kindergarten teachers participated in an online questionnaire and focus group conversations that explored their concepts of self-efficacy and professional content knowledge to gain an understanding of the tensions these educators expressed, and to compare and confirm these with existing literature. Educators felt quite confident that they were effectively weaving foundational reading skills with learning opportunities into authentic experiences throughout the day. They indicated that balancing competing priorities within their programs was a challenge, and that supporting multilinguals and deepening their understanding of how to effectively build oral language and phonological awareness in their students were areas where they wanted to build their professional content knowledge.

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Section: Teaching Beginning Readingmentioning

confidence: 99%

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

Messenger,

Gallagher

2024

Journal of Teaching and Learning

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“…Systematic instruction is characterised by a specific scope and sequence, building on prior knowledge and moving from simple to complex skills (Ehri, 2020). In addition, phonics instruction is considered most effective when it is explicit; explicit instruction entails direct instruction and explanation of a concept, modelling of the concept's application, and guided practice combined with feedback (Piasta & Hudson, 2022). In English, the 26 letters (graphemes) represent 44 sounds (phonemes) and understanding the relationship between a single letter/letter combinations and sounds aids in decoding words.…”

Section: Phonics Instruction: a Road Ahead In India?mentioning

confidence: 99%

Foundational English literacy development in India: a randomised-control trial using phonics instruction

Bora,

Patel,

Psyridou

et al. 2024

Preprint

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Foundational literacy is a key lever for achieving higher levels of learning and societal wellbeing. However, with an enrolment of over 250 million children in schools, India is currently challenged by learning deprivation. Growing uptake of English-medium education along with less-than-optimal English literacy instruction practices present an urgent need for improving classroom instruction. Further evidence is required on the efficacy of computer-assisted game-based learning and phonics instruction over the alphabet-spelling method in literacy learning. The current intervention study examined whether classroom phonics instruction combined with GraphoLearn, a computer-assisted reading tool, supports the English phonological awareness and reading skills better than phonics instruction alone. Participants were 6–7 year-old, Grade 2 students (N = 54) attending an English-medium public school in India. All students were non-native English speakers and received phonics instruction in their classroom for 35 minutes thrice a week. In addition, students were randomly allocated to play either GraphoLearn-Rime (n = 28) or a math control game (n = 26) for 15–20 minutes every day. Both the GraphoLearn-Rime and the math control group made significant improvement in English literacy skills over the period of intervention and the amount of exposure to phonics classroom instruction predicted gains in phonological awareness skills. The GraphoLearn-Rime group gained more than the math control group in the in-game measures. In the oral- and paper-based measures, both groups showed skill development, but the groups were not significantly different in the gains (d = .04–.29). Overall, the study indicated the potential of classroom phonics instruction and GraphoLearn for supporting struggling readers of English.

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“…There is a specific logic to teaching phonics; when teaching, phonics requires explicit and systematic instruction and must be taught in specific steps (Ehri 2022). Piasta and Hudson (2022) explain that phonics starts with groups of letters that can be put together to make simple words such as s, m, and a vowel, as well as sound-symbol corresponding with single letters, digraphs, and trigraphs. Other activities may include short words from a certain group of letters and text with specific letters.…”

Section: Phonicsmentioning

confidence: 99%

“…The MoEAC (2017a) recommends that JP ESL teachers focus on developing the connection between letters and their corresponding sounds to support reading and spelling skills in phonics instruction using the activities such as lettersound matching, word sorting, word building, decoding practice, word manipulation, and reading and writing activities. Letter-sound matching activity introduces learners to using flashcards, letter tiles, or interactive games (Piasta & Hudson 2022). Grade 3 teachers are also encouraged to use word building.…”

Section: Phonicsmentioning

confidence: 99%

Learning activities used for reading literacy instruction in selected Namibian primary schools

Gabriel,

Mpofu

2024

South African Journal of Childhood Education

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Background: The need to examine teachers’ learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success.Aim: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers.Setting: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings.Methods: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies.Results: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction.Conclusion: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading.Contribution: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

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Key Knowledge to Support Phonological Awareness and Phonics Instruction

Abstract: What do teachers need to know about phonological awareness and phonics instruction to support beginning readers? Understanding these concepts and enacting effective teaching practices require considerable specialized knowledge.

Cited by 11 publications

References 58 publications

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

‘My Most Tricky Pickle!’ Balancing Reading Instruction in Play-Based Kindergarten: Educator Self-Efficacy Beliefs and Pedagogical Content Knowledge Needs

Foundational English literacy development in India: a randomised-control trial using phonics instruction

Learning activities used for reading literacy instruction in selected Namibian primary schools

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