Phonics+Approach

The phonics approach in the book discusses Speech-to-Print Instruction and Guidelines for Teaching Phonics.
 * Phonics Approach **

__**The Phonics Approach**__
 * Phonics Approach: Teaches word recognition through learning grapheme-phoneme associations.
 * Main objective is to teach the student to attack new words independently.
 * Teachers can use either the synthetic or analytic method to teach phonics
 * __Synthetic Method__: The student learns that letters represent certain sounds (b= /b/) and then finds out how to blend the sounds to form words. This method emphasizes isolated letter sounds before the student progresses to words.
 * __Analytic Method__: The student derives letter sound correspondences from words.
 * The National Reading Panel (2000) notes that synthetic phonics appears to yield better results in beginning reading for at-risk readers than does analytic.
 * Phonics instruction builds on a foundation of phonemic awareness and can be integrated into a total reading program.

__**Speech-to-Print Instruction **__
 * Moats (2000) notes that the practice of teaching a letter name and its corresponding sound is difficult because a letter name frequently is different from the sounds it represents.
 * Moats recommends using simple consonant and vowel units to initiate instruction in symbol-sound connections and then gradually moving to more complex graphemes.
 * Example: Begin with consonants that have one sound (b,d,f,k,l,m,n)
 * Teaching strategies
 * Say the word you working on with the student
 * Have the student say the word
 * Ask the student to say the beginning sound of the word
 * Ask them to pick the magic letter that goes with that sound.
 * **This strategy can be repeated when learning middle and ending sounds as well.**


 * Guidelines for Teaching Phonics**
 * 1) Use Lowercase Letters For Beginning Instruction
 * 2) Because of environmental print reading primarily involves reading lowercase letters.
 * 3) Introduce Most Useful Skills First
 * 4) Teach more frequently used sounds first (/s/, /t/, /m/, /a/, /i/) before teaching less frequently heard or used sounds (/z/,/j/,/v/,/x/)
 * 5) Introduce Easy Sounds and Letters First
 * 6) Easy sounds include /m/, /s/, /a/, whereas the sounds /l/, /x/, /y/ are more difficult to learn.
 * 7) Letters that look similar should be spaced throughout instruction time (b,d, p, e, i, f, v)
 * 8) Introduce New Letter-Sound Associations at a Reasonable Pace
 * 9) Introducing a new letter-sound correspondence every few days, with daily practice for youngsters who have limited prior knowledge.
 * 10) New correspondence be unlike prior the prior one that still causes difficulty.
 * 11) Introduce Vowels Early, but Teach Consonants First
 * 12) Vowels are the most useful sounds and are essential for decoding words, so they need to be presented early, but vowels are also difficult because they frequently do not present clear letter-sound correspondence.
 * 13) It is helpful to present consonants first because they tend to have clear one to one letter sound correspondence.
 * 14) Emphasize the Common Sounds of Letters First
 * 15) In vowels, the short sound that occurs in most one-syllable words in the most common.
 * 16) Teach Continuous Sounds Prior to Stop Sounds
 * 17) Continuous sounds can voiced for several seconds without distortion
 * 18) All vowels and some consonants are continuous sounds. (f,l,m,n,r,s,v,w,y,z)
 * 19) Easier to pronounce and hear.
 * 20) Letters with stop sounds include: b,c,d,g,h,j,k,p,q,t,x
 * 21) Teach Sound Blending Early
 * 22) Once a student has mastered four or five sounds, instruction in sound blending is appropriate.
 * 23) List regular word types according to difficulty level:
 * 24) Vowel-consonant and consonant vowel consonant words that begin with continuous sounds. (at, man)
 * 25) Consonant vowel consonant consonant words that begin with a continuous sound (lamp, fish)
 * 26) Consonant vowel consonant consonant words thate begin with stop sounds (desk, push)
 * 27) Consonant consonant vowel consonant words that begin with a continuous sound (frog, slap)
 * 28) Consonant consonant vowel consonant words in which the initial sounds is a stop sound (crib, stop)
 * 29) Consonant consonant vowel consonant consonant words (cramp)
 * 30) Consonant consonant consonant vowel consonant (split) and Consonant consonant consonant vowel consonant consonant (scrimp)
 * 31) Introduce Consonant Blends
 * 32) When students have mastered the ability to blend consonant vowel consonant words that start with continuous sounds and consonant vowel consonant words start with stop sounds words beginning with consonant blends are introduced.
 * 33) Introduce Consonant Digraphs
 * 34) With blends, each consonant sound is heard; however the adjacent consonants in a digraph join to form one sound.
 * 35) Introduce Regular Words Prior to Irregular Ones
 * 36) Beginning instruction focuses on words that are consistent with phonics rules in that they are pronounced according to their common sounds.
 * 37) Rules exist to help identify patterns for letters that have multiple sounds or combine with other letters to produce blends or digraphs.
 * 38) Read Connected Text that Reinforces Phonics Patterns
 * 39) Phonics is much more effective if students immediately read connected text that reinforces the letter sound correspondences being taught.

All Above Information Taken From: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)



Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

**Phonics Approach Video **:[|Phonics]