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This professional article, excerpted from the Report of the National Reading Panel (April 2000), provides a description of five instructional methods and approaches to teaching phonics. It was determined by the National Reading Panel (NRP) through meta-analysis that the systematic instruction of phonics produced significant benefits to children in grades K-6 and those who struggle with reading. Systematic phonics was found to be a valuable and essential element in any reading program. Further discussion of the topic illuminates some cautions and considerations that teaching phonics is only one component of a balanced reading program. (author/jlkrause)
This professional article, excerpted from the Report of the National Reading Panel (April 2000), provides a description of five instructional methods and approaches to teaching phonics. It was determined by the National Reading Panel (NRP) through meta-analysis that the systematic instruction of phonics produced significant benefits to children in grades K-6 and those who struggle with reading. Systematic phonics was found to be a valuable and essential element in any reading program. Further discussion of the topic illuminates some cautions and considerations that teaching phonics is only one component of a balanced reading program. (author/jlkrause)
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| English Language Arts Standards |
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| Phonemic Awareness, Word Recognition and Fluency Standard |  |
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| Benchmarks (K - 3) |
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| A. | Use letter-sound correspondence knowledge and structural analysis to decode words. |
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| Grade Level Indicators (Grade Kindergarten) |
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| 5. | Recognize, say and write the common sounds of letters. |
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| Grade Level Indicators (Grade 1) |
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| 3. | Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters. |
| 4. | Decode by using letter-sound matches. |
| 5. | Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. |
| 6. | Blend two to four phonemes (sounds) into words. |
| 7. | Add, delete or change sounds in a given word to create new or rhyming words. |
| 9. | Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. |
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| Grade Level Indicators (Grade 2) |
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| 3. | Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables. |
| 4. | Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. |
| 5. | Segment letter, letter blends and syllable sounds in words. |
| 6. | Distinguish and identify the beginning, middle and ending sounds in words. |
| 7. | Identify words as having either short- or long-vowel sounds. |
| 9. | Read text using fluid and automatic decoding skills. |
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| Grade Level Indicators (Grade 3) |
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| 2. | Use letter-sound knowledge and structural analysis to decode words. |
| 3. | Use knowledge of common word families (e.g., -ite or -ate) and complex word families (e.g., -ould, -ight) to sound out unfamiliar words. |
| 5. | Read text using fluid and automatic decoding skills. |
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| Standards for the English Language Arts |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| RESOURCE TYPE |
| Professional Resource |
| STANDARDS ALIGNMENT |
| Kindergarten - 3 |
| TOPICS |
English Language Arts --
Professional Development;
Reading-Strategies & Skills |
| KEYWORDS |
phonics;
analogy phonics;
analytic phonics;
embedded phonics;
synthetic phonics;
phonics through spelling;
phonics instructional methods |
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Author: National Reading Panel (2000)
Publisher: Reading Rockets
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