What is Phonics Instruction?

Phonics instruction teaches children the relationship between letters (graphemes) and sounds (phonemes). It is a methodical approach that helps learners understand how to decode words by sounding them out, which is essential for reading and spelling. Phonics instruction typically includes teaching the following elements:

Alphabetic Principle: Understanding that letters and letter patterns represent the sounds of spoken language.

Phonemic Awareness: Recognizing and manipulating phonemes, the smallest units of sound.

Letter-Sound Correspondence: Learning which sounds correspond to which letters or groups of letters.

Blending: Combining individual sounds to form words.

Segmenting: Breaking down words into their individual sounds.

Decoding: Using knowledge of letter-sound relationships to read unfamiliar words.

Phonics instruction can be delivered through various approaches, including synthetic phonics (teaching how to convert letters into sounds and blend them to form words) and analytic phonics (analyzing whole words to detect phonetic patterns and then applying them to new words).

The Importance of Phonics Instruction

The National Reading Panel's 2000 report highlighted phonics instruction as one of the five critical components of effective reading instruction, alongside phonemic awareness, fluency, vocabulary, and text comprehension. Here’s why phonics instruction is so important:

Foundation for Reading and Spelling

Phonics instruction provides the foundational skills necessary for reading and spelling. Understanding the relationship between letters and sounds enables children to decode new words, an essential skill for fluent reading.

Improves Word Recognition

By learning phonics, children can recognize familiar words quickly and accurately. This automatic word recognition is crucial for reading fluency and comprehension, as it allows children to focus on the meaning of the text rather than on decoding individual words.

Enhances Reading Comprehension

Phonics instruction supports reading comprehension by enabling children to read words effortlessly. When children can decode words automatically, they can dedicate more cognitive resources to understanding and interpreting the text.

Supports Spelling Skills

Phonics instruction helps children understand the predictable patterns of spelling in English. This knowledge is essential for writing and spelling new words accurately.

Helps Struggling Readers

Research has shown that systematic phonics instruction is particularly beneficial for struggling readers and those with reading disabilities. It provides a structured approach that can help these children develop the skills they need to become proficient readers.

Current Research on Phonics Instruction

Since the publication of the NRP Report, further research has continued to support the importance of phonics instruction in reading development. Key findings from recent studies include:

Systematic Phonics Instruction

Systematic phonics instruction, where letter-sound relationships are taught in an organized and sequential manner, is more effective than non-systematic or incidental phonics instruction. This approach ensures that all essential phonics skills are covered and that children have a solid foundation for reading.

Long-Term Benefits

Longitudinal studies have demonstrated the long-term benefits of early phonics instruction. Children who receive systematic phonics instruction in the early grades show better reading outcomes in later years compared to those who do not receive such instruction.

Phonics and Socioeconomic Status

Research indicates that phonics instruction can help close the reading achievement gap associated with socioeconomic status. Children from low-income families who receive systematic phonics instruction show significant improvements in reading skills, highlighting the importance of equitable access to effective reading instruction.

Neuroscientific Evidence

Advances in neuroscience have provided insights into how phonics instruction affects the brain. Functional MRI studies show that phonics instruction activates specific brain areas associated with reading and language processing, leading to improved reading skills.

Practical Strategies for Effective Phonics Instruction

To maximize the effectiveness of phonics instruction, educators should incorporate evidence-based strategies into their teaching practices. Here are some practical tips:

Explicit and Systematic Instruction

Provide explicit, systematic instruction in phonics. This involves teaching letter-sound relationships in a planned, sequential order, ensuring that children learn the necessary skills to decode words effectively.

Multisensory Techniques

Use multisensory techniques to engage children and reinforce learning. This can include activities that involve visual, auditory, and kinesthetic elements, such as using letter tiles, writing in sand, or tracing letters.

Integrate Phonics with Reading and Writing

Integrate phonics instruction with reading and writing activities. This helps children see the practical application of phonics skills and reinforces their learning. For example, incorporate phonics practice into guided reading sessions and writing exercises.

Differentiate Instruction

Differentiate phonics instruction to meet the diverse needs of learners. Provide additional support and practice for struggling readers, and challenge advanced readers with more complex phonics tasks.

Frequent Practice and Review

Provide frequent practice and review of phonics skills to ensure mastery. Repetition and reinforcement help solidify children’s understanding and improve their ability to apply phonics skills in reading and writing.

Use of Technology

Incorporate technology to enhance phonics instruction. Educational software, apps, and online resources can provide interactive and engaging phonics practice for children.

Case Study: Effective Phonics Instruction in Action

To illustrate the practical application of these strategies, let’s look at a case study from a first-grade classroom.

Classroom Context:

Ms. Garcia is a first-grade teacher who has implemented a comprehensive phonics program in her classroom. She uses a systematic and explicit approach to teach phonics, incorporating various multisensory activities and integrating phonics with reading and writing.

Implementation:

Daily Phonics Lessons: Ms. Garcia begins each day with a 20-minute phonics lesson, focusing on a specific letter-sound relationship. She uses visual aids, such as letter cards and charts, to introduce the new sound and model how to blend and segment words.

Multisensory Activities: During the lesson, Ms. Garcia incorporates multisensory activities, such as having students use letter tiles to build words, trace letters in sand, and practice writing words on whiteboards.

Guided Reading: Ms. Garcia integrates phonics instruction with guided reading sessions. She selects leveled books that reinforce the phonics skills being taught and provides opportunities for students to apply their phonics knowledge while reading.

Writing Practice: Students also engage in writing activities that reinforce phonics skills. For example, they might write sentences or short stories using words that include the targeted phonics patterns.

Differentiation: Ms. Garcia differentiates her instruction by providing additional support to struggling readers through small-group instruction and individualized practice. She also challenges advanced readers with more complex phonics tasks and reading materials.

Technology Integration: Ms. Garcia uses educational software and apps that provide interactive phonics practice. Students have access to these resources during literacy centers and independent work time.

Outcomes:

By the end of the school year, Ms. Garcia’s students demonstrate significant improvement in their phonics skills. They can decode unfamiliar words with greater ease, read more fluently, and show better reading comprehension. Ms. Garcia’s systematic and engaging approach to phonics instruction has helped her students build a strong foundation for reading success.

Phonics instruction is a vital component of early reading development, as highlighted by the National Reading Panel and supported by ongoing research. It provides the foundational skills necessary for decoding, word recognition, spelling, and reading comprehension. Effective phonics instruction, delivered through explicit, systematic, and engaging methods, can significantly improve children’s reading outcomes.

Educators play a crucial role in providing effective phonics instruction. By incorporating evidence-based strategies and differentiating instruction to meet the diverse needs of learners, they can help ensure that all children develop the skills necessary for reading success. As research continues to evolve, the importance of phonics instruction remains clear, underscoring its role as a cornerstone of literacy education.

References

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. U.S. Government Printing Office.

Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonics instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36(3), 250-287.

Bowers, J. S. (2020). Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. Educational Psychology Review, 32(3), 681-705.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5-51.

Kilpatrick, D. A. (2015). Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Wiley.

Over the last four years, there has been a shift in how teachers teach reading. Many call it the "Reading Wars." But back in the 90s, data started to reshape the ideas of teaching reading. Data has always been around. It never went away. Many times it is just forgotten or seen as out of touch with what is really going on in the classroom. 

If we are to truly understand the shift from "Balanced Literacy" or "Whole Language" to the "Science of Reading" we have to understand where it restarted. 

In the late 1990s, the National Reading Panel (NRP) was convened by the U.S. Congress to evaluate the effectiveness of different approaches to teaching children how to read. The goal was to provide a clear, evidence-based understanding of the best practices in reading instruction. The resulting report, published in 2000, has profoundly impacted reading education in the United States and beyond.

The Formation and Mission of the National Reading Panel

The National Reading Panel was established in 1997 as part of the federal Reading Excellence Act. The panel comprised 14 members, including leading scientists in reading research, representatives of colleges of education, reading teachers, educational administrators, and parents. Their mission was to assess the effectiveness of various approaches to reading instruction by reviewing existing research studies.

Methodology

The NRP's methodology was rigorous and systematic. The panel focused on studies that met high standards of scientific research, including randomized control trials and other well-designed experiments. The panel reviewed over 100,000 studies conducted since 1966 and 10,000 earlier studies. Their review process culminated in the identification of five critical areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension.

Key Findings

Phonemic Awareness: Phonemic awareness is the ability to hear, identify, and manipulate individual sounds—phonemes—in spoken words. This skill is foundational for learning to read. The NRP found that teaching phonemic awareness significantly improves children’s reading skills, including word reading, reading comprehension, and spelling.

Phonics: Phonics instruction teaches the relationship between letters and sounds, enabling readers to decode words. The panel found that systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction. This approach is particularly beneficial for kindergarteners and first graders, as it helps them develop early reading skills that are crucial for later success.

Fluency: Reading fluency is the ability to read with speed, accuracy, and proper expression. The NRP highlighted the importance of guided oral reading practices in developing fluency. Students who read aloud with feedback and guidance from teachers, parents, or peers show significant improvements in reading fluency and overall reading achievement.

Vocabulary: A robust vocabulary is essential for reading comprehension. The NRP found that vocabulary should be taught both directly and indirectly. Direct vocabulary instruction involves teaching specific words, while indirect instruction involves exposing students to new words through reading and conversation. Both methods are necessary to help students understand and use new vocabulary in context.

Text Comprehension: Text comprehension is the ultimate goal of reading—it involves understanding and interpreting what is read. The NRP identified several strategies that improve comprehension, including:

• Monitoring comprehension: Teaching students to be aware of their understanding of the text.
• Using graphic organizers: Visual aids that help students organize and relate information from the text.
• Answering questions: Encouraging students to answer questions about the text to improve understanding.
• Generating questions: Teaching students to ask their own questions about the text.
• Summarizing: Helping students identify the main ideas and summarize the content.

Implications for Teaching

The findings of the National Reading Panel have significant implications for reading instruction. Here are some practical ways that educators can implement these findings in the classroom:

Balanced Literacy Programs: The NRP's findings support a balanced approach to literacy instruction, integrating various methods to address the five critical areas. Educators should provide systematic and explicit instruction in phonemic awareness and phonics, while also promoting fluency, vocabulary, and comprehension through diverse activities and reading materials.

Professional Development: Teachers need ongoing professional development to stay informed about the best practices in reading instruction. Training programs should focus on the five key areas identified by the NRP and provide teachers with practical strategies for implementing these in their classrooms.

Early Intervention:  Early identification and intervention for struggling readers are crucial. By addressing reading difficulties early, educators can prevent long-term reading problems. The NRP's findings underscore the importance of early instruction in phonemic awareness and phonics to build a strong foundation for future reading success.

Parental Involvement: Parents play a vital role in their children's reading development. Schools should encourage parents to engage in their children's reading activities and provide them with strategies to support reading at home. This can include reading aloud together, discussing books, and providing access to a variety of reading materials.

Use of Technology: Technology can be a valuable tool in reading instruction. Interactive software, e-books, and online resources can provide additional practice in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Educators should integrate technology in a way that complements traditional teaching methods.

Criticisms and Controversies

While the National Reading Panel Report has been widely influential, it has also faced criticisms and controversies. Some educators and researchers argue that the panel's focus on certain methodologies, such as phonics, downplays other important aspects of reading instruction, such as whole language approaches and the role of motivation in reading. Additionally, some critics contend that the report's emphasis on quantitative research overlooks the insights that qualitative studies can provide.

Continuing Impact and Relevance

Despite these criticisms, the NRP Report remains a cornerstone of reading instruction policy and practice. Its influence is evident in the widespread adoption of balanced literacy programs and the emphasis on evidence-based teaching strategies. Furthermore, the report has spurred ongoing research into effective reading instruction, contributing to the evolving understanding of how children learn to read.

In recent years, the science of reading has continued to advance, building on the foundation laid by the NRP. New research has further explored the cognitive processes involved in reading, the impact of socio-economic factors on reading development, and the most effective ways to support diverse learners. Educators and policymakers continue to rely on the principles outlined in the NRP Report while adapting to new findings and changing educational contexts.

The National Reading Panel Report represents a pivotal moment in the field of reading education. Its comprehensive review of research provided a clear, evidence-based framework for effective reading instruction, emphasizing the importance of phonemic awareness, phonics, fluency, vocabulary, and comprehension. While it has faced criticisms, its impact on educational policy and practice is undeniable. As the science of reading continues to evolve, the NRP Report remains a valuable resource for educators, guiding the way toward more effective and inclusive reading instruction.

This is the beginning of a new series on the Science of Reading. The Science of Reading impacts how everyone including special education teachers teach reading to students regardless of their disability. The difference is the accommodations and modifications we make to help students access the material. 

Chat Soon-

References

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. U.S. Government Printing Office.

Shanahan, T. (2003). The National Reading Panel Report: Practical Advice for Teachers. Learning Point Associates.

Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. National Academy Press.

The NRP Report's enduring legacy underscores the importance of rigorous, evidence-based approaches to reading instruction, ensuring that all children have the opportunity to become proficient and enthusiastic readers.

A couple of years ago - I remember debriefing with an evaluator after a formal evaluation and I was asked, "How do you know if your student's got it or if they they don't or if they need more practice?" Seems like an easy question to answer but I really didn't have an answer.

Insights from John Hattie's Research

John Hattie's meta-analyses have identified feedback and formative assessment as high-impact teaching practices that significantly enhance student learning outcomes (Hattie, 2009). His research emphasizes several key findings:

• Effect Size: Feedback has a substantial effect size on student achievement, indicating its potent impact on learning progress (Hattie, 2009).
• Quality Matters: The quality of feedback matters more than the quantity. Specific, actionable feedback that addresses learning goals and criteria for success is most effective (Hattie & Timperley, 2007).
• Timing: Timely feedback that is provided during the learning process is more beneficial than delayed feedback after assessments (Hattie & Timperley, 2007).

Hattie's research underscores the importance of teachers engaging in deliberate efforts to provide meaningful feedback and actively check for understanding to maximize student learning gains.

Current Research Insights

Recent studies continue to support the foundational principles advocated by Marzano and Hattie regarding feedback and checking for understanding:

• Technology Integration: Digital tools and platforms offer new opportunities for providing immediate feedback and assessing student understanding in real time (Gikandi, Morrow, & Davis, 2011).
• Cultural Responsiveness: Effective feedback takes into account cultural backgrounds and diverse learning needs, enhancing its relevance and impact on student motivation and engagement (Gay, 2010).
• Peer Feedback: Incorporating peer feedback processes into instructional practices can complement teacher-provided feedback, promoting collaborative learning and multiple perspectives (Topping, 2009).

These studies highlight the evolving nature of feedback and checking for understanding in contemporary educational contexts, emphasizing their adaptability and importance in diverse learning environments.

Practical Strategies for Implementation

To effectively integrate feedback and checking for understanding into teaching practice, educators can adopt several evidence-based strategies:

• Use Formative Assessments: Incorporate regular formative assessments, such as quizzes, exit tickets, and class discussions, to check for understanding during lessons.
• Provide Specific Feedback: Ensure that feedback is specific, constructive, and directly related to learning objectives and criteria for success. Use rubrics and models to guide students towards improvement.
• Encourage Self-Assessment: Promote self-assessment and reflection among students by encouraging them to evaluate their own understanding and performance against learning goals.
• Utilize Technology: Explore digital tools and platforms that facilitate immediate feedback and interactive assessments, allowing for personalized learning experiences.
• Differentiate Instruction: Tailor feedback and instructional strategies to meet the individual needs of students, providing additional support or challenges as needed.
• Promote Peer Feedback: Incorporate peer feedback activities that encourage students to provide constructive comments and suggestions to their peers, fostering collaborative learning and communication skills.
• Monitor Progress Continuously: Regularly monitor and analyze student progress data from assessments and feedback to inform instructional decisions and interventions.

Student feedback and checking for understanding are integral components of effective teaching practice, supported by research from Robert J. Marzano, John Hattie, and current studies in education. Feedback enhances learning outcomes by clarifying expectations, guiding improvement, motivating learners, and fostering self-regulation. Checking for understanding ensures that teachers can assess student comprehension in real time, adjust instruction accordingly, and promote active engagement and progress monitoring.

We play a crucial role in implementing these practices systematically and thoughtfully, using evidence-based strategies to maximize their impact on student learning. By prioritizing meaningful feedback and ongoing assessment of understanding, teachers can create supportive learning environments where all students can thrive academically and develop into self-directed learners.

References

• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
• Chappuis, J. (2012). Seven strategies of assessment for learning (2nd ed.). Pearson Education.
• Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. ASCD.
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
• Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Heritage, M. (2008). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145.
• Marzano, R. J. (2012). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
• Topping, K. (2009). Peer assessment. Theory Into Practice, 48(1), 20-27.
• Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

Oral language involves the ability to comprehend and produce spoken language. It includes phonology (the sounds of language), vocabulary (words and their meanings), syntax (sentence structure), semantics (meaning), and pragmatics (social language use). In essence, oral language is the bedrock upon which literacy is built. Without a firm grasp of oral language, students can struggle with decoding words, understanding texts, and expressing themselves in writing.

Scarborough's Rope

Oral Language and Scarborough’s Rope

References

Remember the Elementary Secondary Education Act defines evidence-based practices as those “effective educational strategies supported by evidence and research”.  When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning.

Evidence-based practices in education are the same.  They are backed by rigorous, high-standard research, replicated with positive outcomes, and backed by their effects on student outcomes.  EBPs take the guesswork out of teaching by providing specific approaches and programs that improve student performance.  There is frustration in teaching when you cannot find a way to help your student learn.  You try one thing and then another and another and they are not having positive outcomes for your student.  EBPs have proven outcomes on students’ performance and can make finding and implementing an effective practice less frustrating.

Using evidence-based practices (EBPs), with special education students especially, is a critical feature of improving their learning outcomes.  When teachers combine their expertise as content knowledge experts with explicit instruction and practices and programs backed by research, the likelihood that a child will grow academically is increased.

A quick history lesson

We all love or hate the Big 5. 

BUT..... without them

Congress appointed a National Reading Panel (NPR) in 1997 to review reading research and determine the most effective methods for teaching reading. The NRP reviewed over 100,000 studies and analyzed them to see what techniques actually worked in teaching children to read. The group only looked at quantitative studies, which gathered data in a numerical form and through structured techniques. Qualitative studies, which gather data through observations such as interviews were not included. In 2000 the NRP submitted their final report. The results became the basis of the federal literacy policy at that time, which included “No Child Left Behind.” We still base our understanding of evidence-based reading research on the NPR, but sadly, some of their major recommendations have been largely ignored. So what were their findings? They concluded that there were five essential components to reading, known as “The Big Five:”

1. Explicit instruction in Phonemic Awareness.
2. Systematic Phonics Instruction.
3. Techniques to improve Fluency. These include guided oral reading practices where the student reads aloud and the teacher makes corrections when the student mispronounces a word. A teacher can also model fluent reading to the student. Fluency includes accuracy, speed, understanding, and prosody. Word calling is not the same as fluency. 
4. Teaching vocabulary words or Vocabulary Development. 
5. Reading Comprehension.

On top of this comes systematic Phonics. Children learn that the sounds in spoken words relate to the patterns of letters in written words. Not just mastery of the skills of systematic phonics, but automaticity in those skills, is also necessary for fluency to develop. 

With these two layers in place and developed to the point of automaticity, techniques to improve Fluency can begin to be effective.

Vocabulary Development can be built next, including learning the meaning of new words through direct and indirect instruction, and developing tools like morphemic analysis, to discover the meaning of an unknown word.  

Then Comprehension Skills can be added. Comprehension skills are the strategies a reader can use to better comprehend a text. 

This is the foundation of reading, but it is also the foundation of education generally. Every subject is dependent on reading, and mastery of these subjects depends on developing a strong foundation in these early literacy skills.

As I continue to explore Evidenced-Based Practices, I will use the “Big 5” to share how they can be developed, and provide some resources that you can take back and use.

Chat Soon,