The Reading-Writing Connection: A Research Review

The relationship between reading and writing instruction has undergone a significant transformation in American education over the past century. Historically, the reading-writing connection was overlooked, as these two fundamental literacy skills were taught separately, with writing instruction often delayed until reading skills were firmly established. This separation stemmed from several factors: 

  • Societal values that prioritized reading over writing
  • Political divisions between reading and writing educators
  • Developmental theories that positioned writing as dependent on prior reading achievement

However, modern research has fundamentally shifted our understanding of how reading and writing develop and interact. Rather than viewing them as sequential skills, current evidence suggests they are reciprocal processes that develop simultaneously and support each other’s growth. This shift represents more than just a theoretical evolution—it has profound implications for how we teach literacy skills to students at all levels.

Theoretical Foundation

The connection between reading and writing is grounded in their shared cognitive and linguistic foundations. There are four fundamental types of knowledge that both readers and writers must use:

Metacognitive Knowledge

Studies have consistently shown that both reading and writing rely on metacognitive understanding—knowledge about how language and texts work. This includes:

  • Understanding the purposes of reading and writing
  • Recognizing how readers and writers interact
  • Monitoring comprehension and production strategies
  • Evaluating one’s own understanding and performance

Domain Knowledge 

This encompasses:

  • Prior knowledge readers bring to texts
  • Content knowledge gained through reading
  • Vocabulary and word meanings
  • Understanding created through connected text

Universal Text Attributes

Perhaps the most extensively researched area of shared knowledge involves universal text attributes. These include:

  • Graphophonics (letter-sound relationships)
  • Syntactic knowledge (grammar and sentence structure)
  • Text format and organization
  • Discourse structures (like story grammar)

Procedural Knowledge

The fourth category involves knowing how to access and use the other types of knowledge effectively. This includes both automatic processes and intentional strategies for engaging with text.

Evolution of Reading-Writing Theories

The theoretical understanding of reading-writing relationships has evolved significantly. Early developmental theories, such as Gesell’s (1925), viewed writing as entirely dependent on reading development. This led to educational practices that delayed writing instruction until reading skills were established.

Modern cognitive theories, influenced by the “cognitive revolution” in psychology, began to recognize the active role of both readers and writers in constructing meaning. Tierney and Pearson’s (1983) influential work suggested that readers compose meaning much like writers compose text, leading to increased attention to the cognitive similarities between these processes.

Most recently, interactive models have gained prominence. Shanahan and Lomax’s research using LISREL analyses demonstrated that reading and writing influence each other in a dynamic relationship. Their “interactive model” showed that knowledge gained in either domain can transfer to the other, though the specific patterns of interaction change with development. Early literacy development shows strong connections between word recognition and spelling, while later development reveals the increasing importance of structural knowledge.

This theoretical evolution has led to a more nuanced understanding of how reading and writing work together. It suggests that while they share important cognitive resources, they are distinct processes that can best be developed through integrated, targeted instruction. This understanding sets the stage for exploring the specific research evidence for reading-writing connections and their practical implications for instruction.

Research Evidence for Reading-Writing Connections

The relationship between reading and writing has been examined through multiple research approaches, each providing unique insights into how these skills interact and support each other. Let’s explore the key findings from correlation studies, experimental research, and neurological investigations.

Correlation Studies

Decades of correlational research, dating back to the 1930s, have consistently shown moderate relationships between reading and writing abilities. Most studies find correlations ranging from .20 to .50, indicating that reading and writing typically share between 4% and 25% of their variance. While these correlations are significant, they also suggest that reading and writing are not identical processes.

Limitations of correlational studies include:

  • Often small sample sizes (fewer than 50 participants)
  • Focus on single time points rather than development over time
  • Typically examine only bivariate relationships
  • Potential influence of common moderator variables like IQ and language ability

However, more sophisticated multi-variable studies have revealed stronger connections. Some research, using multiple measures of both reading and writing, found shared variance up to 50%—significantly higher than single-measure studies but still indicating considerable independence between the skills.

Experimental Studies

Intervention research has provided compelling evidence for the transferability of skills between reading and writing. Notable findings include:

  • Clarke’s (1988) study shows that first graders using invented spelling improved their word recognition skills
  • Santa & Hoien’s (1999) research demonstrated that guided writing activities enhanced word recognition
  • Studies show that sentence-combining practice in writing improved reading comprehension at the sentence level

Longitudinal studies have revealed that the nature of reading-writing relationships changes over time. Early connections center primarily on word-level skills (phonics and spelling), while later relationships involve more complex text structures and comprehension strategies.

Neurological Research

Brain imaging studies and research with individuals with brain injuries have provided important insights into the cognitive architecture of reading and writing. Key findings include:

  • Evidence of both shared and distinct neural pathways for reading and writing
  • Cases of selective impairment where individuals can read but not write, or vice versa
  • Different patterns of brain activation during reading versus writing tasks

The Importance of Separability

Despite their connections, reading and writing maintain important distinctions that affect both learning and instruction.

Distinct Cognitive Processes

Reading and writing differ fundamentally in their starting points and cognitive demands:

  • Readers begin with the author’s words and must decode meaning
  • Writers start with their ideas and must encode them into text
  • Writing typically requires more active decision-making about language choices
  • Reading involves recognition, while writing requires production

This distinction is particularly evident in phonics, where readers encountering the letter combination ‘sh’ need only produce one sound, while writers hearing the /sh/ sound must choose among multiple spelling options (ship, sugar, nation, special).

Performance Variations

Research has identified distinct groups of learners with varying profiles:

  • Good readers/poor writers
  • Good writers/poor readers
  • Consistently strong or weak in both areas

These variations suggest that while reading and writing share common knowledge bases, they also require distinct skills and processes that must be explicitly taught.

How Reading Improves Writing

The relationship between reading and writing is perhaps most evident when examining how reading experience shapes writing development. Far from being a passive process, reading actively builds the mental frameworks and linguistic resources that writers draw upon in their own composition.

Language Patterns

Reading extensively exposes writers to the patterns and possibilities of written language in ways that direct instruction alone cannot achieve. Through wide reading, writers internalize the rhythms and structures of written language. They begin to understand how sentences can be crafted, extended, and combined to create different effects. This syntactic knowledge shows up in their own writing as they experiment with more complex sentence structures and varied patterns of expression.

Vocabulary development through reading is particularly powerful. Research indicates that the vast majority of sophisticated vocabulary—up to 90%—is acquired through reading rather than direct instruction. As readers encounter words in meaningful contexts, they develop not just definitional knowledge but a deeper understanding of connotation, register, and appropriate usage. This enriched vocabulary manifests in their writing through more precise word choice and greater linguistic flexibility.

Perhaps most subtly but significantly, extensive reading develops writers’ awareness of style. Through exposure to various authors and texts, writers begin to recognize how voice, tone, and rhetorical choices shape meaning. They learn to appreciate the artistry of well-crafted prose and begin to experiment with these techniques in their own writing.

Text Structure Knowledge

Reading across genres provides writers with essential knowledge about how texts are constructed. As readers encounter different types of writing—from narratives to arguments to explanations—they understand how various texts are organized to achieve their purposes. This genre knowledge becomes a crucial resource when they approach their own writing tasks.

Consider how reading helps writers understand organizational patterns. Through reading, writers learn that there isn’t just one way to structure an argument or tell a story. They see how different organizational choices create different effects and serve different purposes. This knowledge allows them to make more intentional choices in their own writing, selecting structures that best serve their purposes and audiences.

The study of an author’s craft through reading is particularly valuable for developing writers. By paying attention to how accomplished authors engage readers, develop ideas, and create coherent texts, writers build a repertoire of techniques they can employ in their own work. This isn’t about simple imitation but about understanding the principles that make writing effective.

Instructional Implications

Understanding how reading influences writing should reshape our approach to literacy instruction. Rather than teaching reading and writing as separate subjects, we need instructional approaches that help students make connections between these reciprocal processes.

Effective integration of reading and writing instruction begins with thoughtful planning. Teachers might start a writing unit by studying mentor texts that exemplify the type of writing students will produce. This allows students to analyze how skilled writers approach similar tasks before attempting their own composition. During the writing process, students can return to these mentor texts to study specific techniques or features they want to incorporate into their own work.

Reader response activities provide another powerful connection between reading and writing. Students engage more deeply with both processes when they write about their reading—whether through journals, analytical essays, or creative responses. Writing about reading requires students to examine texts more carefully and articulate their understanding more precisely. This deeper engagement enhances both reading comprehension and writing development.

Writing-to-learn strategies extend beyond traditional reader responses to include various writing activities to deepen understanding of texts. Students might write summaries to consolidate their understanding, compose analytical pieces to explore authors’ techniques or create synthesis pieces that connect ideas across multiple texts. These activities develop reading comprehension and writing skills while helping students see how the two processes support each other.

Through careful text analysis and guided writing practice, students learn to read like writers and write like readers. This dual perspective enhances both skills and helps students develop a more sophisticated understanding of how texts work. The key is providing sufficient scaffolding and support while maintaining high expectations for growth in both areas.

Growth on All Fronts

As we continue to understand more about how reading and writing interact, one thing becomes clear: these fundamental literacy skills are best developed together, supporting and enhancing each other throughout a student’s educational journey. The challenge for educators is to create instructional approaches that leverage these connections while respecting the unique demands of each process.

Want more insights like these? Sharpen your skills as an educator or parent by staying tuned in to the Phonics.org blog.

The Connection Between Phonics and Spelling: Building Both Skills Together

Learning to read and write are two sides of the same coin. While many parents and teachers might focus on phonics and spelling as separate skills, teaching them together can lead to better outcomes for young learners. In this article, we’ll explore how phonics and spelling instruction work hand in hand to create stronger readers and writers.

Why Connect Phonics and Spelling Instruction?

When children learn to read using phonics, they’re learning how letters and letter combinations represent speech sounds. This same knowledge is crucial for spelling—it’s just working in the opposite direction. Instead of seeing letters and producing sounds (reading), children hear sounds and produce letters (spelling).

Systematic, explicit instruction in both phonics and spelling leads to better outcomes in both areas. Let’s talk about why this connection is so powerful.

Reinforcing Letter-Sound Relationships

When children practice both reading and spelling words with similar patterns, they strengthen their understanding of how sounds and letters work together. This connection is crucial for developing strong literacy skills. Here’s how it works in practice:

Letter-Sound Pattern Recognition 

Children need repeated exposure to specific patterns to internalize them. For example, when teaching the short ‘a’ sound:

  • Begin with simple CVC (consonant-vowel-consonant) words like ‘cat,’ ‘hat,’ and ‘map’
  • Have children read these words in decodable texts
  • Practice spelling words with the same pattern
  • Play games that reinforce both reading and spelling these patterns

Building Pattern Awareness

As children work with specific sound patterns, they begin to recognize them in new contexts:

  • They learn to identify word families (like -at, -ap, -an)
  • They notice these patterns in their reading
  • They apply these patterns more confidently in their writing
  • They make connections between similar words

Systematic Practice

The key to success is providing systematic practice in both directions:

  • Reading to Spelling: “Here’s the word ‘cat.’ What sounds do you hear?”
  • Spelling to Reading: “Let’s spell the word ‘mat.’ What letters make those sounds?”

A Word on Sight Words

The term “sight words” often creates confusion in phonics instruction. While many teachers are familiar with sight word lists and flashcards, it’s important to understand how they fit into explicit phonics instruction.

What Are Sight Words Really?

The science of reading tells us that all words eventually become “sight words” – words we can read automatically without decoding. However, this doesn’t mean we should teach all common words through memorization. Instead:

  • Many traditional “sight words” can and should be taught through phonics (like “in,” “at,” “up”)
  • Only truly irregular words need to be taught as unique patterns (like “the,” “was,” “of”)

Instead of relying on pure memorization, which can overwhelm students and hinder their phonics development, teaching sight words within the context of systematic phonics instruction can help with the learning process.


This means teaching regular sight words alongside related phonics patterns (like teaching “at” when working on short ‘a’ sounds), explicitly teaching only truly irregular words (like “was” and “of”), and continuously reviewing previously learned words. This integrated approach helps students develop strong decoding skills while building automatic word recognition, leading to better outcomes in both reading and spelling.

Building Confident Readers and Writers

One of the most common and problematic reading behaviors occurs around kindergarten when children are nearing the end of the year. At this stage, most children know all or nearly all letters of the alphabet and have received some phonemic awareness and decoding instruction. However, the rate at which they master these skills can vary.

As they begin to connect sounds to graphemes, some students may guess at words based on the first letter or two instead of fully decoding them. For example, they might see the word ‘pit’ and read it as ‘pig’ or look at ‘bag’ and say ‘bat.’ This happens because they haven’t fully mastered sound-symbol relationships, often relying on context clues or pictures rather than systematically decoding the entire word.

By practicing both phonics and spelling together, students develop crucial skills that prevent this guessing habit:

  • Children learn to analyze every sound position in a word systematically, from beginning to end
  • They develop stronger phonemic awareness and can mentally map sounds to letters with greater precision
  • They build neural pathways that connect pronunciation, spelling, and meaning
  • They’re more likely to slow down and decode unfamiliar words rather than guess
  • They develop automatic recognition of common spelling patterns, improving both accuracy and fluency

This integrated approach is particularly powerful because it engages multiple learning pathways in the brain – visual, auditory, and kinesthetic – creating stronger, more reliable reading skills that persist even when students encounter new or challenging words.

Practical Strategies for Parents and Teachers

Here are some effective ways to connect phonics and spelling instruction:

Start with Sounds: Before introducing new letter patterns, have children practice hearing and manipulating the target sounds in words. For example, before teaching the ‘bl’ blend:

  • Practice blending sounds: “/b/ /l/ /ā/ /k/” becomes “Blake”
  • Practice segmenting words: “blob” becomes “/b/ /l/ /ŏ/ /b/”

Use Systematic Instruction 

Follow a clear sequence when teaching both reading and spelling:

  • Begin with simple patterns and gradually increase the complexity
  • Ensure children master basic skills before moving to more challenging ones
  • Review previously learned patterns regularly

Provide Plenty of Practice

Give children opportunities to work with words in multiple ways:

  • Reading decodable texts that feature target patterns
  • Writing words with the same patterns
  • Playing games that incorporate both reading and spelling

Signs of Success

You’ll know your connected instruction is working when you see:

  • Increased confidence in approaching new words
  • Better accuracy in both reading and spelling
  • Less reliance on guessing strategies
  • More willingness to attempt challenging words

Remember, learning to read and spell takes time. Some children may need more practice than others, and that’s perfectly normal. The key is maintaining consistent, systematic instruction that connects these related skills.

Want to learn more about effective phonics and spelling instruction? Explore our other helpful resources here at Phonics.org, where we share expert reviews and tips for supporting young readers and writers.

What Phonics Rules Should Children Know (By Age)?

Understanding phonics milestones by age helps parents and educators effectively support children’s literacy development. While every child develops at their own pace, there are general estimates about when and how children typically master various phonics concepts. This knowledge helps children receive appropriate instruction — or intervention — at the right time.

Let’s explore what phonics skills children should typically master at each age, keeping in mind that these are guidelines rather than strict rules.

Ages 3-4: Building Foundations

During preschool, children develop crucial pre-reading skills that will support their future phonics learning. While formal phonics instruction typically hasn’t begun, children should be developing:

Phonological Awareness

  • Recognition of rhyming words in songs and stories
  • Ability to clap syllables in simple words
  • Beginning awareness of individual sounds in words
  • Understanding that speech can be broken down into words

Letter Knowledge

  • Recognition of some alphabet letters, particularly those in their name
  • Beginning awareness that letters make specific sounds
  • Interest in books and print materials
  • Understanding that print carries meaning

Ages 4-5: Early Phonics Concepts

As children enter pre-kindergarten, they’re ready to begin learning basic phonics concepts through explicit instruction:

Letter-Sound Correspondence

  • Recognition of most uppercase and lowercase letters
  • Understanding that letters represent specific speech sounds
  • Ability to produce the most common sound for many consonants
  • Recognition of their own name in print

Initial Sound Recognition

  • Identification of beginning sounds in simple words
  • Matching pictures of objects that start with the same sound
  • Beginning to isolate individual sounds in simple words
  • Understanding that words are made up of individual sounds

Ages 5-6: Core Phonics Skills

Kindergarten marks the beginning of formal, systematic phonics instruction. Children should learn:

Basic Decoding Skills

  • All letter-sound correspondences for consonants
  • Short vowel sounds (a, e, i, o, u)
  • Simple consonant-vowel-consonant (CVC) word reading

Blending and Segmenting

  • Ability to blend individual sounds to read simple words
  • Skill in segmenting words into individual sounds for spelling
  • Recognition of initial, medial, and final sounds in words
  • Understanding of simple word families (-at, -an, -ig, etc.)

Ages 6-7: Advanced Beginning Phonics

First grade builds upon basic skills with more complex phonics patterns:

Vowel Patterns

  • Long vowel sounds with silent e (cake, bike, note)
  • Common vowel teams (ee, ea, ai, ay)
  • R-controlled vowels (ar, er, ir, or, ur)
  • Vowel digraphs (oo, oa, ea)

Consonant Patterns

  • Consonant digraphs (sh, ch, th, wh)
  • Initial consonant blends (bl, cr, st, etc.)
  • Final consonant blends (nd, st, lt, etc.)
  • Common endings (-s, -ing, -ed)

Ages 7-8: Complex Phonics Rules

Second grade introduces more sophisticated phonics concepts:

Advanced Vowel Patterns

  • Less common vowel teams (ie, igh, ew)
  • Diphthongs (oi, oy, ou, ow)
  • Additional r-controlled patterns
  • Schwa sound in unaccented syllables

Syllable Patterns

  • Open and closed syllables
  • Syllable division rules
  • Compound words
  • Common prefixes and suffixes

Ages 8-9: Mastery and Application

Third grade focuses on mastering complex patterns and applying phonics skills:

Advanced Patterns

  • Irregular vowel patterns
  • Less common letter combinations
  • Multi-syllabic word reading

Complex Rules

  • Understanding of the FLSZ rule
  • Soft c and g rules
  • Advanced spelling patterns
  • Homophones and homographs

Supporting Continuous Development

Remember that these age ranges are guidelines, not rigid boundaries. Some children may master concepts earlier or need more time for certain skills. The key is providing systematic, explicit instruction that:

  1. Follows a clear scope and sequence
  2. Builds upon previously learned skills
  3. Provides ample practice opportunities
  4. Includes regular assessment and review
  5. Adjusts to individual learning needs

Signs That Additional Support May Be Needed

Watch for these indicators that a child might need extra help with phonics:

  • Difficulty recognizing letter-sound relationships
  • Struggles with blending sounds to read words
  • Consistent confusion with basic sight words
  • Resistance to reading activities
  • Limited progress despite regular instruction

If you notice these signs, consider working with a reading specialist who can provide targeted intervention. Early intervention is crucial for preventing more significant reading difficulties later.

Practical Tips for Supporting Phonics Development

To help children master age-appropriate phonics skills:

  1. Provide consistent, explicit instruction in phonics rules
  2. Use decodable texts that match current skill levels
  3. Incorporate multi-sensory learning activities
  4. Offer regular practice opportunities
  5. Monitor progress and adjust instruction as needed
  6. Celebrate achievements and maintain positive attitudes toward reading

The Role of Assessment

Regular assessment helps ensure children are mastering age-appropriate phonics skills. Effective assessment:

  • Identifies specific strengths and weaknesses
  • Guides instructional planning
  • Monitors progress over time
  • Determines when intervention might be needed
  • Celebrates growth and achievement

Grow On Time… In Time

Understanding age-appropriate phonics skills helps parents and educators effectively support young readers. Remember that while these guidelines are helpful, each child’s journey to reading mastery is unique.

For more detailed information about phonics instruction and development, explore our other resources at Phonics.org. Our expert-reviewed articles and program recommendations can help you support your child’s reading journey effectively.

How to Become a Phonics Tutor

Are you passionate about helping children learn to read? Whether you’re a parent who has successfully guided your children through their literacy journey or an educator looking to expand your impact, becoming a phonics tutor can be a rewarding career path. With approximately 67% of fourth graders reading below grade level in the United States, there’s a growing need for qualified phonics tutors who can provide targeted literacy support.

Becoming a successful phonics tutor requires more than just a love of reading – it demands specific knowledge, skills, and dedication to helping students succeed. Let’s explore how you can turn your interest in literacy education into a fulfilling tutoring practice.

Building Your Educational Foundation

The most successful phonics tutors combine formal education with specialized training in reading instruction. While a bachelor’s degree in education or a related field can provide a strong foundation, it’s not always mandatory. What’s crucial is a deep understanding of how children learn to read and the science behind effective reading instruction.

Many aspiring tutors start by obtaining specific training in systematic phonics instruction. Programs like Orton-Gillingham or the Wilson Reading System offer comprehensive training that can set you apart in the field. These programs teach you the structured, systematic approach that can often be most effective for reading instruction.

The field of reading instruction continues to change as new research emerges about how the brain processes written language. Successful tutors stay current with research and continue to expand their knowledge base throughout their careers through professional development opportunities and ongoing education.

Understanding the Art and Science of Phonics Instruction

Effective phonics tutoring goes beyond simply teaching letter sounds. It requires a systematic approach that builds from simple to complex concepts while constantly reinforcing previous learning. This means starting with basic letter-sound relationships and progressively moving toward more complex patterns like diphthongs and irregular words.

A systematic approach begins with assessing a student’s phonemic awareness – the ability to hear and manipulate individual sounds in words. When gaps in this fundamental skill are identified, specific activities can strengthen sound awareness before moving on to letter-sound relationships. 

Your tutoring sessions should incorporate multiple learning pathways – visual, auditory, and kinesthetic. When teaching any new sound or concept, include activities that engage different senses. This multi-sensory approach helps cement learning and accommodates different learning styles.

Setting Up Your Tutoring Practice

Launching your tutoring practice requires careful planning and organization. First, consider the business structure that best suits your needs. Many tutors start as independent contractors, which offers flexibility and minimal startup costs. As your practice grows, you might consider forming an LLC for additional legal protection and professional credibility.

Creating a professional image is crucial for attracting and retaining clients. This includes developing clear policies about scheduling, payment, and cancellations. Having clear, written guidelines helps set professional expectations and improves client relationships from the start.

Your tutoring space should be organized and welcoming, whether at home or at a learning center. Stock it with essential materials like magnetic letters, decodable texts at various levels, and engaging educational games. 

Building Your Client Base

Finding your first clients often requires a multi-faceted approach. Start by networking within your community. Local schools, pediatricians’ offices, and learning centers can be excellent sources of referrals. Many successful tutors also join local parenting groups on social media platforms, where they can share their expertise and connect with families needing support.

Build a professional online presence that highlights your qualifications and approach to teaching. Share your methodology and expertise in reading instruction. Remember that parents are often looking for more than just credentials – they want to know that you can provide a supportive learning environment and demonstrate real results.

The most effective marketing tool in tutoring is student progress. When children become confident readers under your guidance, parents naturally share their experiences with others. Building a reputation for effective instruction leads to sustainable growth through word-of-mouth referrals.

Delivering Effective Instruction

The heart of successful tutoring lies in your ability to deliver effective, individualized instruction. Begin each new student relationship with a thorough assessment to identify specific needs and challenges. This might include evaluating phonemic awareness, letter-sound knowledge, sight word recognition, and reading fluency.

Use assessment data to create a personalized learning plan that addresses students’ specific needs while building on their strengths. Regular progress monitoring helps you adjust instruction and demonstrates value to parents.

Each tutoring session should be carefully structured yet flexible enough to respond to the student’s needs in the moment. A typical 60-minute session should include a systematic review, introduction of new concepts, guided practice, application through reading, and activities to reinforce learning.

Supporting Parents and Students

Success in phonics tutoring extends beyond your sessions with students. Parent education and support play crucial roles in student progress. Take time to explain your approach to parents and provide specific activities they can do at home to reinforce learning.

Regular communication about progress helps maintain parent engagement and support. Consider creating simple progress reports or keeping a shared digital notebook where you document achievements and areas needing additional practice.

Taking the Next Step

Becoming a phonics tutor offers the opportunity to make a lasting impact on children’s lives while building a rewarding career. As you begin this journey, remember that effective reading instruction can transform a struggling student into a confident reader. Ready to deepen your understanding of phonics instruction? Regularly check out our blog at Phonics.org for expert insights, teaching strategies, and reviews of educational resources.

Silent Letters and Tricky Words

Picture this: Your young reader is confidently sounding out words when they encounter “knife” for the first time. They try their best: “k-n-if-ee?” The confusion on their face is familiar to every parent and teacher. Why doesn’t English just work the way it’s supposed to? Why do some letters seem to play hide and seek in our words?

Welcome to one of the most fascinating challenges in teaching reading: silent letters and tricky words. While these patterns might seem like frustrating obstacles, they actually offer rich opportunities for teaching when approached systematically.

Understanding the English Spelling System

English is what linguists call a “deep orthography” language. Unlike Spanish or Italian, where letters consistently represent the same sounds, English spelling reflects both the sounds and meanings of words, often preserving their history. This complexity is why systematic instruction is so crucial.

Common Silent Letter Patterns and Where to Find Them

Let’s unpack the basics.

The Silent ‘K’ Family

The silent ‘k’ before ‘n’ appears in many common words children encounter. You’ll find plenty of examples in familiar books:

  • “The Knight at Dawn” (Magic Tree House series) – featuring “knight”
  • “Knuffle Bunny” by Mo Willems – the title itself is a teaching opportunity
  • “The Gruffalo’s Child” – uses “knew” repeatedly

Teaching tip: Help children notice that ‘k’ is always silent before ‘n’ at the beginning of words. This reliability makes it an excellent pattern to teach early.

The Quiet ‘W’ Club

Words where ‘w’ is silent before ‘r’ offer another consistent pattern:

  • “The Wreck of the Zephyr” by Chris Van Allsburg
  • “The Wrong Side of the Bed” by Edward Ardizzone
  • “Write On, Ruby!” by Joe Berger

Teaching tip: Create a classroom “Silent Letter Word Wall” where students can collect these words as they find them in their reading.

The Ghost ‘GH’ Pattern

This pattern appears in many high-frequency words. Look for it in:

  • “Night Night, Little Pookie” by Sandra Boynton
  • “Light Up the Night” by Jean Reidy
  • “Noises of the Night” by Alana Pidwerbeski 

Teaching tip: Group these words by sound patterns:

  • ‘ight’ as in light, night, right, sight
  • ‘ough’ as in though, through, dough
  • ‘aught’ as in caught, taught, daughter

The Silent ‘B’ Brigade

Find these words in books like:

  • “Lamb” by John Butler
  • “Climbing Mountains” series
  • “The Comb” by McCully

Teaching tip: Create memorable phrases: “The lamb was too numb to climb to the top of the comb.”

Teaching Through Text: A Systematic Approach

As you can tell from our examples, we love a good read-aloud and see it as a way to systematize instruction around silent letters and tricky words.

Level 1: Initial Pattern Recognition

Start with simple, high-frequency words containing one pattern. For example, when teaching silent ‘k’, begin with:

  • know
  • knee
  • knot

Use decodable texts specifically written to include these patterns. “The Storybook Knight” by  Helen Docherty introduces silent ‘k’ words in a controlled, systematic way.

Level 2: Pattern Combinations

Once basic patterns are mastered, introduce texts with multiple patterns. “The Knight Who Wouldn’t Fight” by Helen Docherty combines silent ‘k’ and ‘gh’ patterns naturally.

Level 3: Complex Applications

Advanced readers can handle texts with multiple irregular patterns. “A Wrinkle in Time” by Madeleine L’Engle contains numerous examples of silent letters and irregular patterns, making it perfect for upper elementary pattern study.

Supporting Struggling Readers

For example, a teacher might notice that a student is struggling with irregular word patterns. To support the student, the teacher could implement a systematic approach like this:

Pattern Introduction

  • Monday: Introduce a  new letter pattern with explicit instruction
  • Tuesday-Wednesday: Guided practice with decodable texts
  • Thursday: Pattern-based games and activities
  • Friday: Review and assessment

Visual Supports

  • Color-coding regular and irregular parts of words
  • Creating pattern-based word walls
  • Using graphic organizers to group similar patterns

Multisensory Practice

  • Tracing letters while saying sounds
  • Building words with magnetic letters
  • Creating movement-based pattern games

By breaking down complex patterns into manageable steps, this approach could offer consistent support for students as they work to master irregular word patterns.

Making It Stick: Effective Practice Activities

Let’s make things more fun. Here are some ways you can practice those tricky words with the students in your class.

The Pattern Detective

Have students become pattern detectives, searching for specific irregular patterns in their reading. Create a classroom chart where students can add words they discover containing target patterns.

Word Sort Centers

Create sorting activities where students group words by pattern:

  • ‘igh’ words (high, sigh, light)
  • ‘kn’ words (knock, knit, knob)
  • ‘mb’ words (lamb, climb, comb)

Pattern Stories

Encourage students to write stories using words with target patterns. For example, “The Knight’s Night” might incorporate both ‘kn’ and ‘igh’ patterns.

Assessment and Progress Monitoring

Keep track of progress through:

  1. Regular pattern checks
  2. Reading fluency assessments
  3. Writing samples
  4. Word recognition games

When to Seek Additional Support

Consider extra help if a student:

  • Struggles to recognize patterns after systematic instruction
  • Shows limited progress in pattern application
  • Demonstrates anxiety about reading irregular words
  • Avoids reading activities

Silent, Tricky, but Possible

Remember, mastering irregular patterns is a journey, not a race. Success comes through:

  • Systematic instruction
  • Regular practice
  • Patient support
  • Consistent review

The key is maintaining a balance between explicit instruction and engaging practice. By making pattern learning systematic and fun, we can help every reader master these challenging aspects of English.

The Connection Between Movement and Phonics Learning

When young children learn letter sounds through movement – jumping as they say /j/, reaching high for /t/, or bending low for /d/ – they’re not just having fun. They’re engaging in a scientifically-proven method of strengthening their reading development. Research consistently shows that incorporating movement into phonics instruction can dramatically impact how children learn and retain early reading skills.

Research in educational neuroscience increasingly demonstrates that movement plays a vital role in early learning, particularly in literacy development. When young children engage in physical activities while learning letter sounds and phonics patterns, they may benefit from strengthened neural connections and improved retention.

The Research Base

A systematic review published in Frontiers in Psychology (Chandrasekaran & Gallese, 2019) demonstrates that sensorimotor experiences enhance learning processes in young children. The researchers found that physical movement during learning activates multiple neural networks, potentially creating stronger memory pathways for new information.

The International Journal of Environmental Research and Public Health (2020) published findings showing that physically active learning interventions resulted in:

  • Improved cognitive function
  • Better attention spans
  • Enhanced memory retention
  • Increased student engagement

Movement and Early Literacy: The Evidence

A landmark study in the Journal of Experimental Child Psychology (Bara & Gentaz, 2011) found that incorporating movement into letter learning showed significant benefits:

  • Children learned letter-sound relationships more quickly
  • Recognition of letter shapes improved
  • Memory for letter-sound correspondences was stronger

The researchers concluded that multisensory approaches, including movement, provide additional neural pathways for learning letter-sound relationships.

Research-Validated Movement Activities

Studies have identified several effective approaches to incorporating movement in phonics instruction:

1. Letter Formation Through Movement

Research published in Reading Research Quarterly shows that when children learn letters through large motor movements before paper-and-pencil tasks, they demonstrate better:

  • Letter recognition
  • Sound-symbol correspondence
  • Writing skills

2. Rhythm and Phonological Awareness

A study in Music Perception (Degé & Schwarzer, 2011) found that rhythmic activities enhance phonological awareness skills. The research showed significant improvements in:

  • Sound discrimination
  • Syllable segmentation
  • Phoneme manipulation

3. Active Sound-Symbol Learning

Research in the Elementary School Journal demonstrates that movement-based phonics activities lead to:

  • Higher engagement levels
  • Better retention of concepts
  • Improved application of skills

Unlike Letter Formation Through Movement, which emphasizes pre-writing and motor skills, Active Sound-Symbol Learning integrates movement directly into phonics instruction to enhance overall engagement and conceptual understanding.

Impact on Learning and Memory

Current neuroscience research, as published in Trends in Cognitive Sciences, confirms that movement during learning affects:

  • Memory formation
  • Information processing
  • Cognitive engagement

Active learning experiences create stronger neural pathways compared to passive learning situations.

Practical Applications Based on Research

Here’s how to put this research into practice with evidence-based activities that make phonics instruction more engaging and effective.

Systematic Movement Patterns

Research shows that consistent movement patterns help create stronger neural pathways for learning letter-sound relationships. Here are proven ways to implement this:

Sound-Action Pairings

Create consistent movements for specific sounds:

  • /s/ – Make a flowing, snake-like movement with your arm while saying the sound
  • /m/ – Rub your tummy in a circular motion while humming the sound
  • /t/ – Tap your shoulders alternately while making the sound
  • /p/ – Pop your finger off your closed lips while saying the sound

Letter Formation Through Movement

Practice letter shapes using:

  • Sky writing: Make giant letters in the air while saying sounds
  • Floor letters: Walk the shape of letters while saying their sounds
  • Body letters: Form letter shapes with the whole body
  • Sand tracing: Draw letters in sand or salt trays

Rhythmic Activities

Research demonstrates that rhythm helps develop phonological awareness and supports sound discrimination. Try these evidence-based approaches:

Syllable Stepping

  • Step out syllables in words (one step per syllable)
  • Tap out the syllables in multisyllabic words like “butterfly” (but-ter-fly)
  • Hop while counting phonemes in words

Sound Pattern Games

  • Clap out word patterns (/c/-/a/-/t/, clap three times)
  • March while segmenting sounds
  • Use rhythm sticks to tap out sounds in sequence

Musical Movement

  • Sing alphabet songs with corresponding movements
  • Create sound-based movement patterns
  • Use rhythm instruments to mark word parts

Gross Motor Integration

Full-body movement during learning creates multiple memory pathways. Here are research-supported activities:

Sound Hunt Movement Game

  1. Designate different areas of the room for different sounds
  2. Call out a sound and have children move to the correct area
  3. Make the movement match the sound (hop to /h/, jump to /j/)

Letter Shape Activities

  • Create letter shapes with jump ropes
  • Make letters using pool noodles
  • Form letters with groups of children
  • Use sidewalk chalk for giant letter practice

Movement-Based Word Building

  1. Place letter cards around the room
  2. Have children collect letters to build words
  3. Move in different ways between letters (skip, hop, crawl)

It’s Proven… and it’s Fun

The evidence is clear: movement plays a crucial role in how young children learn and retain phonics skills. By incorporating research-backed movement activities into phonics instruction, we can provide children with stronger foundations for reading success.

Bionic Reading: Y/N?

Tech + nature – sounds like the future, right? 

In recent years, a new reading method has captured attention across social media and educational technology platforms. Called “bionic reading,” this approach artificially bolds the first few letters of each word, claiming to create “fixation points” that help the brain process text more quickly. While its sleek marketing and promises of faster reading speeds have attracted many, the reality is far less promising than the hype suggests.

Does Science Support “Bionic Reading”?

The human brain’s approach to reading is remarkably sophisticated. Through decades of research, we’ve learned that proficient reading relies on a complex interplay of skills that develop systematically over time. Readers must first understand that letters represent sounds, then learn to decode words efficiently and achieve the automaticity that enables fluid comprehension. This process, while complex, is well-documented and understood.

Bionic reading fundamentally disrupts natural reading patterns. Artificially emphasizing certain parts of words creates visual patterns that don’t exist in real-world text. While this may seem helpful at first glance, it introduces an unnecessary layer of complexity to the reading process. Think of it like training wheels that create dependency rather than building true cycling skills. While they might provide an initial sense of security, they ultimately prevent the development of genuine balance and coordination.

The lack of scientific support for bionic reading is particularly concerning. Despite bold claims about improved reading speed and comprehension, no peer-reviewed research validates these assertions. In fact, the method contradicts what we know about how the brain processes text efficiently. Proficient readers don’t need artificial formatting cues; they develop natural eye movement patterns and word recognition through proper instruction and practice.

The Real Concerns for Reading Development

The implications of bionic reading are particularly troubling for developing readers. Children learning to read need consistent, predictable text presentations as they build their decoding skills. Introducing artificial formatting can interfere with this crucial developmental process. It’s like trying to learn a new language where some letters randomly appear in a different font – it adds an unnecessary layer of complexity to an already challenging task.

For students with reading difficulties, the situation becomes even more problematic. These learners often require systematic, explicit instruction in foundational reading skills. Bionic reading not only fails to provide this support but may create additional obstacles by training readers to rely on visual cues that won’t be present in real-world reading situations.

The Hidden Costs of Quick Fixes

The marketplace for bionic reading apps has exploded, with numerous platforms promising revolutionary results. The Bionic Reading® App leads the pack with an expensive subscription model and grand claims about reading improvement. Readsy combines bionic reading with rapid serial visual presentation (RSVP), potentially creating eye strain and fatigue. Bionify and similar Chrome extensions apply this artificial formatting to all web content, potentially disrupting natural reading development across all online activities.

These applications share a common thread: they prioritize marketing appeal over scientific validity. They capitalize on our natural desire for quick solutions and technological advancement but fail to deliver on their fundamental promises. More concerningly, they may impede the development of genuine reading skills.

What Works: The Science of Reading

Instead of seeking shortcuts through artificial formatting, we should focus on what decades of research have proven effective. The science of reading tells us that strong reading skills develop through systematic, explicit instruction in foundational skills. This begins with phonemic awareness – understanding that words are made up of individual sounds – and progresses through systematic phonics instruction, where children learn how letters represent these sounds.

This systematic approach builds authentic reading skills across texts and contexts. Unlike bionic reading, which creates a dependency on special formatting, proper reading instruction develops natural fluency and comprehension skills that transfer to any reading situation.

Supporting Genuine Reading Development

Parents and educators concerned about reading development should focus on evidence-based practices that build lasting skills. This means:

Rather than downloading bionic reading apps, practice regular reading with real texts. This will help developing readers understand the sound-symbol relationships that form the foundation of reading. To build natural fluency, encourage repeated reading of appropriate-level texts.

For struggling readers, seek support from professionals trained in structured literacy approaches. Based on the science of reading, these methods provide systematic instruction that builds genuine reading skills rather than dependency on artificial cues.

Moving Forward

The emergence of trends like bionic reading reflects a broader challenge in education: the constant search for quick fixes to complex developmental processes. While the desire for faster, easier reading is understandable, strong reading skills develop through systematic instruction and regular practice.

Remember: in reading development, as in most aspects of education, if something sounds too good to be true, it probably is. Our children deserve approaches based on science, not marketing hype.

Phonics and the Literacy Crisis: America’s Reading Challenge

The statistics are sobering: 66% of American fourth graders are failing to meet proficiency levels in reading, with even more alarming rates among minority students. For Black fourth graders, this number climbs to 82%. These aren’t just numbers—they represent millions of children whose futures are shaped by their early reading abilities.

Understanding the Crisis

The literacy crisis in America isn’t just an educational challenge—it’s a predictor of life outcomes. Research shows that children with below-basic reading skills in third grade are six times more likely to fail to complete high school on time. Perhaps most troubling, 70% of incarcerated adults cannot read above a fourth-grade level, highlighting the profound societal implications of early reading failure.

But there’s hope. The solution lies in something researchers have known for decades: systematic phonics instruction.

The Science Behind Reading Success

Reading doesn’t develop naturally like spoken language. While our brains are wired for speech, reading requires explicit instruction in connecting letters (graphemes) to sounds (phonemes). This process, known as phonics, is supported by decades of research and cognitive science.

Key findings show that:

  • 95% of children have the cognitive ability to become proficient readers
  • Up to 50% of children require systematic, explicit instruction to achieve reading success
  • The brain processes written language letter by letter, sound by sound
  • Without systematic phonics instruction, many students will continue to struggle

Want to explore? Here are some fun phonics practice ideas you can do at home.

The Mississippi Miracle: A Case Study in Success

The transformation of Mississippi’s reading scores provides compelling evidence for the power of systematic phonics instruction. From 2013 to 2023, Mississippi rose from 49th to 21st in national reading rankings by:

  • Abandoning ineffective “meaning-based” approaches
  • Implementing systematic phonics instruction
  • Training teachers in structured literacy
  • Providing explicit instruction in letter-sound relationships

Why Traditional Approaches Fall Short

Many popular reading programs rely on “meaning-based” approaches that encourage students to:

  • Guess words based on context
  • Use picture clues
  • Memorize sight words without understanding phonetic patterns
  • Predict words based on the “three-cueing system.”

These methods contradict what science tells us about how the brain learns to read. They can create poor reading habits that become increasingly problematic as texts become more complex.

The Role of Phonics in Reading Development

Systematic phonics instruction teaches children to:

  1. Recognize individual letter sounds
  2. Blend sounds together to read words
  3. Break words apart into individual sounds
  4. Understand spelling patterns
  5. Apply these skills to decode unfamiliar words

This approach builds a strong foundation for:

  • Reading fluency
  • Comprehension
  • Vocabulary development
  • Academic success

Supporting Phonics Development at Home

Parents play a crucial role in reinforcing phonics skills. Here are evidence-based strategies:

For Pre-readers (Ages 3-5):

  • Practice letter sounds daily
  • Play sound games and rhyming activities
  • Read decodable books together
  • Focus on letter-sound relationships rather than just letter names

For Beginning Readers:

  • Use systematic phonics programs
  • Practice blending sounds
  • Read decodable texts that match taught skills
  • Avoid guessing strategies

For Struggling Readers:

  • Seek early intervention
  • Use structured literacy approaches
  • Provide additional practice opportunities
  • Focus on foundational skills

The Path Forward

Addressing America’s literacy crisis requires:

  1. Recognition of the problem’s scope
  2. Implementation of evidence-based reading instruction
  3. Teacher training in structured literacy
  4. Parent education and support
  5. Early intervention for struggling readers

Happy Readers = Future Leaders

The literacy crisis in America is serious but solvable. We can ensure that all children develop strong reading skills by embracing systematic phonics instruction and abandoning ineffective teaching methods. The science is clear: phonics works. Now, it’s time to implement that knowledge in our homes and schools.

How Adult Literacy Shapes Children’s Learning

According to the National Center for Education Statistics, 43 million adults in the U.S. read at or below a third-grade level. Low literacy in adults is linked to various social and economic issues. When these adults work to improve their reading skills, the benefits are vast, not just for them but also for their children.

Research sponsored by The National Institutes of Health found that “a mother’s reading skill is the greatest determinant of her children’s future academic success, outweighing other factors, such as neighborhood and family income.” 

The Research Behind Family Literacy

Reading should be a family affair. According to the National Center for Families Learning, children in family literacy programs achieve reading gains at twice the rate of children in child-only focused programs.

Strong parental literacy can create lasting advantages for a child’s development. The “One Million Word Gap” highlights this: children who are read to regularly enter kindergarten hearing a cumulative 1.4 million more words than their peers who aren’t read to as often. 

These findings highlight the critical role that family engagement plays in a child’s educational success, underscoring the powerful impact of supporting both parents and children in their literacy journeys.

Non-Native English Learners & Family Literacy

The U.S. has the world’s largest immigrant population, but only about 53% of those individuals are fluent English speakers. 

Millions of sincere, loving parents face the challenges of building a life in a new culture, not least of which is learning to read the language. 

Here are some ways those parents can encourage reading at home: 

Reading in their native language: Reading, speaking, writing, and listening in their native language helps children with fundamental communication skills. 

Telling stories: Parents can tell oral stories, sing songs, or make up storylines with wordless picture books. 

Encouraging conversation: Parents can encourage and practice dialogue in English on a regular basis.

Using familiar vocabulary: Parents can build on the simple vocabulary they are learning and emphasize phonemic awareness through apps or other phonics learning resources.

Helping children think about connections: Parents can ask children how their language resembles or differs from English. 

Borrow books from the library: Parents can use libraries to rotate English books in the home for free. 

Schools can also support immigrant families by: 

  • Providing bilingual books, educational materials, and activities 
  • Offering professional development to staff on the importance of maintaining students’ native language 
  • Asking families when and where they could use support

Building Family Literacy Through Daily Activities

Whether parents are in a new environment or have never mastered reading for other reasons, it is never too late to create an empowering, high-quality learning environment at home. Family literacy thrives in the simple, everyday moments shared between parents and children. Parents don’t need to be fluent or flawless readers to create opportunities for learning that are both meaningful and fun. 

Whether it’s a quiet evening at home or a trip to the grocery store, each moment offers a chance to engage in literacy-rich activities that contribute to a child’s development. Some of these moments include:

In the Home

  • Following recipes together, combining reading practice with practical skills
  • Creating shopping lists as a family
  • Reading mail and discussing household documents together
  • Telling family stories and sharing cultural traditions
  • Writing notes and cards to relatives

In the Community

  • Reading street signs and store names during errands
  • Visiting the library regularly as a family
  • Participating in community reading programs
  • Exploring environmental print in your neighborhood
  • Attending family literacy events at local schools

Through Digital Learning

  • Using educational apps together
  • Reading e-books as a family
  • Practicing literacy skills through interactive games
  • Creating digital stories together
  • Exploring online learning resources

By embracing these everyday learning opportunities, families can weave literacy into the fabric of their daily lives.

The Long-Term Impact

When parents engage in literacy-reinforcing habits, the benefits for their children are profound and far-reaching. Children in these environments score higher on standardized reading tests, and their academic performance improves through high school graduation and into post-secondary education. 

They also demonstrate enhanced critical thinking and problem-solving abilities. Beyond academics, the advantages continue: 

  • Children often experience improved social-emotional development
  • Stronger family connections
  • Greater confidence in their learning abilities
  • Better communication skills

These outcomes are the foundation for all kinds of success in life.

Take the Next Step in Your Family’s Learning Journey

A parent’s growth in reading skills benefits the entire family. When moms and dads build these essential skills alongside their children, it’s a win for everyone.

To explore resources supporting family literacy, check the Phonics.org site regularly. We are passionate about providing resources to support your family’s learning journey.

Digraphs and Trigraphs: A Parent’s Guide

Is your child starting to read words with letter combinations like ‘sh’ or ‘ch’? Congratulations—you’re entering the exciting world of digraphs and trigraphs! While these terms might sound technical, they’re not too tricky. The terms describe “letter teams” that work together to make a single sound. Let’s explore how you can help your child master these important reading building blocks at home.

What Are Digraphs? Think “Letter Teams”

Think of digraphs as two letters that are best friends – they stick together to make one special sound. Unlike when letters blend (like ‘st’ in “stop,” where you hear both sounds), digraphs create an entirely new sound. 

Common Digraphs in Early Reading

Let’s look at some letter teams your child will encounter in their early reading journey:

Team ‘sh’ – Makes the quiet “shhh” sound

  • Words to practice: ship, shop, fish, dish
  • Fun practice: Play “quiet time” and make the “shhh” sound together when reading these words

Team ‘ch’ – Makes the “choo-choo” train sound

  • Words to practice: chair, cheese, lunch, beach
  • Fun practice: Pretend to be a train while sounding out these words

Team ‘th’ – Stick out your tongue for this one!

  • Words to practice: this, that, with, path
  • Fun practice: Make funny faces in the mirror while practicing the ‘th’ sound

Team ‘wh’ – The questioning sound

  • Words to practice: what, when, where, which
  • Fun practice: Play “Twenty Questions” using lots of ‘wh’ words

These digraphs introduce important sounds in early reading.

Special Vowel Teams

Just like consonants, vowels can team up to make new sounds. Here are some common ones:

Team ‘ee’ – Makes the long E sound

  • Words to practice: tree, seed, feet, green
  • Fun practice: Go on a nature walk and spot things with the ‘ee’ sound

Team ‘oa’ – Makes the long O sound

  • Words to practice: boat, goat, road, soap
  • Fun practice: Go on a “road trip” around the house, finding things with the ‘oa’ sound

Exploring these vowel teams adds a playful twist to learning, helping your child uncover the formula behind new sounds.

What About Trigraphs? The Three-Letter Teams

Sometimes, three letters join forces to make one sound. These are called trigraphs, and while they’re less common, they’re important to know:

Team ‘tch’ – Found at the ends of words

  • Words to practice: catch, watch, match
  • Fun practice: Play catch while practicing words with ‘tch’

Team ‘igh’ – Makes the long I sound

  • Words to practice: light, night, bright
  • Fun practice: Take turns turning the lights on and off while saying ‘igh’ words

Trigraphs open the door to even more reading adventures — perfect for growing your child’s confidence.

Fun Ways to Practice at Home

Here are even more at-home activities that strengthen reading skills through interactive and hands-on exercises:

1. Letter Team Treasure Hunt

  • Give your child a magazine or children’s book
  • Pick a digraph to hunt for
  • Have them circle or highlight every word they find that contains that letter team

2. Sound Sort Game

  • Write words with different digraphs on sticky notes
  • Help your child sort them into groups by their letter teams
  • Make it fun by turning it into a race or matching game

3. Memory Match

  • Create pairs of cards with matching digraph words
  • Play a traditional memory game
  • When they find a match, have them read the word

4. Letter Team Art

  • Pick a digraph or trigraph to focus on
  • Draw pictures of things that contain that sound
  • Label the pictures together

By facilitating these activities, you’ll provide plenty of chances to practice and reinforce your child’s understanding of digraphs and trigraphs.

When Your Child Gets Stuck

It’s perfectly normal for kids to need extra help with these letter teams. Here are some tips for tricky moments:

  1. Break it down: Point to the letter team and remind them it makes one sound
  2. Use a reminder: “Remember, ‘sh’ makes the quiet sound!”
  3. Make it physical: Use hand motions for different sounds
  4. Stay positive: Celebrate their efforts and progress

With patience and consistent encouragement, your child will gradually gain confidence in mastering these letter teams.

Let’s Grow There… Together

Want to make learning digraphs and trigraphs even more engaging? Browse the Phonics.org blog: it’s chock-full of reading app reviews and fun ideas to support your child’s reading journey.