Teaching Children With Reading Problems to Decode: Phonics and “Not‐phonics” Instruction

Stahl, Steven A.

doi:10.1080/1057356980140203

Cited by 13 publications

(6 citation statements)

References 35 publications

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“…The opposite of systematic is embedded instruction in which patterns are taught as they “come up” in text reading. We suggest that teachers in a school agree on one phonics scope and sequence (see Figure 1) so children are not navigating between different sequences in different settings (i.e., whole class instruction vs. resource room vs. small groups (Stahl, 1998)). If teachers agree upon one scope and sequence, then instruction is more cohesive for students, there is a common language, and learning is efficient.…”

Section: What Is the Best Sequence For Teaching Phonics?mentioning

confidence: 99%

Beyond Labels and Agendas: Research Teachers need to Know about Phonics and Phonological Awareness

Mesmer¹,

Kambach²

2022

The Reading Teacher

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Teachers are asked to use reading science to inform how they teach phonics and phonological awareness. As teachers look to the research base to guide their practice, some questions and concerns regarding what best practice looks like have come up. This article starts with a brief description of phonics and phonemic awareness and then discusses topics of issue in a developmental order, addressing phonemic awareness, phonics, and morphology. Current research is used to discuss 10 questions teachers are asking as they navigate applying reading research in the classroom.

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Section: What Is the Best Sequence For Teaching Phonics?mentioning

confidence: 99%

Beyond Labels and Agendas: Research Teachers need to Know about Phonics and Phonological Awareness

Mesmer¹,

Kambach²

2022

The Reading Teacher

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“…Empirical research Apfelbaum et al, 2013;Bruck et al, 1998;Chen, 2018;Chu & Chen, 2014;Christensen & Bowey, 2005;Dahl et al, 1999;Double et al, 2019 ;Ehri & Flugman, 2017;Johnston et al, 2011;Lloyd-Elredge et al, 1990;Machin et al, 2018;McGeown & Medford, 2013;Nishanimut et al, 2013;Ok et al, 2021;Roberts & Meiring, 2006;Shapiro & Solity, 2008Stuart, 1999;Thompson & Johnston, 2007;Vadasy & Sanders, 2010, 2011, 2012White, 2005 Theoretical-descriptive perspective Gardner, 2008;Groff, 1998;Gunning, 1995;Hall, 2006;Johnston & Watson, 2006;Norman & Calfee, 2004;Rasinski et al, 2008;Reutzel et al, 2014;Rosowsky, 2005;Stahl, 1992Stahl, , 1998Wyse, 2000 Review studies & conclusions Bowey, 2006;Cunningham & Cunningham, 2002;Johnston et al, 2009;Rupley, 2009 Disagree with the negative view of research on Phonics Brooks, 2007;Buckingham, 2020;…”

Section: Dimension 3 Authorsmentioning

confidence: 99%

Una revisión bibliográfica sistemática de la investigación sobre Phonics en el mundo anglosajón y en España

Molina

Cuevas

2023

AULA_ABIERTA

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Un creciente número de estudios académicos se centran en la complejidad de la lectoescritura del inglés. Es comúnmente aceptado que Phonics juega un papel fundamental en su instrucción, a pesar de cierta incertidumbre con respecto al grado en que las y los profesionales deben recurrir exclusivamente a la metodología y los materiales de Synthetic Phonics. Este artículo busca explorar la contribución a la investigación existente por parte de la comunidad académica española. La hipótesis establecida conjetura que la investigación en España va a la zaga de las investigaciones a nivel mundial, que comenzaron antes, por lo que la propensión es una aproximación a esa tendencia global. Los hallazgos sugieren que la escasa investigación realizada hasta el momento en España contribuye positivamente a la comprensión de la pedagogía más adecuada de la lectoescritura del inglés en entornos del inglés como lengua extranjera (EFL), así como la necesidad de adaptar Phonics a hablantes no nativos. Una mayor investigación es necesaria, puesto que quedan por dilucidar muchos aspectos sobre el uso de Phonics en el sistema educativo español.

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“…hildren with disabilities in reading and writ-~~ ten expression often have difficulty grasping basic word identification and spelling skills (Aaron & Joshi, 1992) due to a lim-~t~~~ ited understanding of the phonological and orthographic structures of words (Levy & Carr, 1990). Moreover, even if these students may have acquired phonemic awareness and are able to recognize some words by sight, they usually have difficulty making letter-sound correspondences (Stahl, 1998). Lacking skills in making letter-sound associations often results in difficulties reading words that are new to the learner (Adams & Henry, 1997).…”

Section: Helping Childrenmentioning

confidence: 99%

Helping Children Link Sound to Print

Joseph

2002

Intervention in School and Clinic

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Word boxes and word sorts are two phonic approaches that help children make connections between sound and print by gaining an awareness of the phonological and orthographic features of words. Word boxes and word sort lessons are engaging because students are asked to manipulate materials and make frequent responses rather than completing paper and pencil workbook exercises. These approaches have been typically used in one-to-one instructional situations. This article provides step-by-step procedures, showing how variations of these approaches can also be used in small-group and whole-class settings.

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Teaching Children With Reading Problems to Decode: Phonics and “Not‐phonics” Instruction

Cited by 13 publications

References 35 publications

Beyond Labels and Agendas: Research Teachers need to Know about Phonics and Phonological Awareness

Beyond Labels and Agendas: Research Teachers need to Know about Phonics and Phonological Awareness

Una revisión bibliográfica sistemática de la investigación sobre Phonics en el mundo anglosajón y en España

Helping Children Link Sound to Print

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