Teaching Phonics for Writing Skills

phonicsorg on July 19, 2024

Phonics is the basis of reading instruction. But it’s also equally as important for kids to develop writing skills! Knowing alphabetical letter-sound correspondences is crucial for both reading and writing proficiently. The science of reading has shown that systematic, explicit phonics instruction is essential for literacy development—reading and writing included. Teaching phonics for writing in addition to reading is a pedagogical standard that should not be overlooked. 

In this article, you’ll learn why phonics instruction is important for writing, how it works, and what strategies you can implement when helping children become competent writers. 

The Connection Between Phonics and Writing 

If you’ve ever watched a kindergartener or first grader try to write a word on paper, you likely noticed they sound out the word phonetically, trying to figure out how it’s spelled. Through phonics instruction, they are learning how sounds correspond to alphabetical letters and put these new skills to work through decoding and encoding.

Decoding (for reading) is the process of combining sounds to sound out a whole word. For example, to read an unfamiliar word such as ‘flat,’ the reader would say each individual letter sound and then blend them to decode the word: ‘ffff-llll-aaa-t… flat.’

Encoding (for spelling) is a similar process but in reverse. Students break down spoken words into their individual sounds and then spell them out. If a child were to try to write the word sun,’ they would segment the word into individual sounds, and then match each speech sound (phoneme) to the letters (grapheme): /s/ /u/ /n/.

In reading and writing, phonemic awareness plays a crucial role. It’s the ability to recognize, identify, and manipulate individual speech sounds, all of which are necessary for blending sounds together or segmenting (breaking down words into parts). Whenever a child tries to read or write an unfamiliar word, they’re using phonemic awareness. 

Applying Phonics Skills to Writing

As students’ phonics skills improve, their spelling typically becomes more fluent and accurate. As transcription skills develop, students are able to connect new words into writing sentences, paragraphs, and eventually full stories. They spend less time struggling with basic spelling and can focus more on scribing their ideas. Additionally, an increased proficiency in spelling often leads to greater confidence in writing and a willingness to tackle more complex writing tasks. 

Before writing fluently, though, children must go through systematic phonics instruction that teaches them the simplest concepts and moves on to more complex rules. For beginners, phonics skills that apply to writing activities include: 

  • Letter-sound correspondence: Students learn the basics of how letters and letter combinations represent sounds. Again, this is fundamental to both reading and writing. This knowledge allows children to make informed choices when spelling words.
  • Blending and segmenting: Blending is when students combine individual letter sounds to decode words in print. Segmentation involves breaking words into their “parts,” with a knowledge of phonics rules. 
  • Phoneme manipulation: Confidently repeating, adding, deleting, and substituting word sounds while spelling helps children apply their knowledge to writing.
  • High-frequency words: Children who can recognize and spell common words automatically improve their fluency and accuracy when writing.

All of these phonics skills work together during writing development. Through systematic teaching and reinforcement, children build a strong foundation for both reading and writing.

Systematic and Explicit Phonics Instruction for Writing

Just like reading, learning to spell and write also requires systematic, direct instruction. This follows the principles known today as the science of reading. It also follows a scope and sequence that young students can follow to learn phonics foundations, patterns, and rules. 

When teaching phonics to build students’ writing skills, you’ll first prioritize strong letter-sound correspondences. As children grasp more phonics concepts, move into more complex rules. 

Instruction begins with single-letter sounds and then moves on to digraphs, vowel teams, and eventually more advanced spelling patterns. This progression equips students to develop a solid foundation. Include writing activities in phonics lessons to reinforce the connection between phonemic sounds and alphabetical letters. For instance, after introducing a new letter, have students practice writing multiple words that contain that sound.

Keep in mind that explicit instruction means you must clearly explain and model phonics rules in writing. Clearly show your learners how to use phonics knowledge to spell words, and then give them plenty of opportunities for guided practice. Encourage students to verbalize their thought processes as they write, reinforcing the encoding process.

Be consistent with these principles. To reinforce concepts, maintain a regular practice of activities including:

  • Multisensory techniques: Use sand trays or shaving cream for tactile letter formation practice and lighthearted spelling practice.
  • Word building: Use magnetic letters or letter tiles to build words on the whiteboard with the class or with your child at home. 
  • Chaining: Change one letter at a time in spelling practice to show the connection between words. For example, the words ‘tip’, ‘top’, ‘tap’ create a word chain. 
  • Dictation exercises: Start with individual words, then progress to phrases and sentences.
  • Interactive writing games: Play “Phonics Hangman” and other group writing games that focus on sounds and spelling patterns.
  • The Writing Rope: Similar to Scarborough’s Reading Rope, Joan Sedita’s Writing Rope highlights the “strands that weave together to skillful writing.” The Writing Rope can be helpful in phonics instruction, keeping your focus on the ultimate goals of writing in light of the science of reading.

A systematic teaching strategy makes phonics instruction for writing more engaging and effective, helping children repeatedly practice their phonics knowledge in writing contexts. Remember to adjust the difficulty level based on your student’s needs and progress.

Challenges in Writing Instruction 

Beginner readers and writers often struggle with several phonics concepts. For example:

  • Irregular spellings: You have to teach kids about irregular words that don’t follow regular phonics rules. These tricky words don’t follow regular spelling patterns that can be easily decoded. Examples: ‘are,’ ‘where,’ and ‘two.’
  • Homophones: One of the trickiest things for kids to learn is homophones—words that sound the same but mean different things and contain different spelling. Explicitly teach these words in context to differentiate between words that sound the same but are spelled differently (e.g., ‘their’ vs. ‘there’).
  • Silent letters: Words with silent letters can be hard for kids to learn. Introduce silent letters intentionally, emphasizing their importance in spelling despite not being pronounced (for example, ‘climb,’ ‘answer,’ ‘knife’).

Through these common challenges, follow an explicit instructional approach and always encourage a growth mindset with your students. Emphasize your confidence in your students’ development and their ability to master these exceptions as they grow into skilled writers.

Resources for Teaching Phonics to Kids

Effective phonics instruction is essential for developing strong writing skills. By implementing systematic, explicit phonics teaching for reading and writing, you help children become confident, capable writers. 

Use evidence-based strategies and phonics resources to make the learning process an engaging and effective part of your literacy instruction. To learn about the best phonics tools for the classroom and the home, check out the resources at Phonics.org! 

Most Popular Home Phonics Programs for Kids

phonicsorg on July 12, 2024

Phonics instruction sets the stage for your child to thrive as a reader and learner. In early literacy development, children build the necessary skills they need to decode unfamiliar words and start reading independently. As a parent, your involvement in your child’s phonics instruction at home can significantly impact their progress!

Whether your child is beginning to learn phonics at school, needs some extra help at home, or is homeschooled, choosing an at-home phonics program can be hard. There are certain features you should look for: skills progression, practice, and fun. Let’s look at some of the most popular home phonics programs and see whether or not they’re good options to support your child’s reading journey. 

What is a Good Phonics Program?

Effective phonics programs are rooted in the science of reading which recommends a systematic and explicit instruction method. This means the program will teach phonics rules in a logical sequence, from the easiest to the most complex. It will also include:

  • Ongoing review of previously learned concepts
  • Opportunities to apply new skills to real reading practice
  • Engaging and fun learning activities
  • Resources for parents to help guide the child through the program

A systematic scope and sequence help kids learn the skills progressively without overlooking any essential concepts. Explicit (meaning direct) teaching helps them learn accurate letter-sound correspondences, which is the foundation of reading. 

Well-Known Phonics Programs for Kids at Home

There are several popular at-home phonics programs in the U.S. Let’s look at five of these programs and consider the pros and cons, weighing their different features and specific approaches to phonics instruction. 

1. Hooked on Phonics

Hooked on Phonics is one of the most well-known English phonics programs. A lot of teachers have approved of the program for phonics education because it progressively introduces letter sounds, phonics rules, and blending skills for children ages 3-8. It also contains materials including workbooks, readers, digital games, and interactive lessons. 

Pros:

  • Engaging content 
  • Mix of online and offline activities
  • Well-known program since the 1980s
  • Trusted by teachers and parents 

Cons:

  • Some find the digital elements outdated and distracting
  • Content could be updated to align with the latest reading research
  • Has a reputation for questionable advertising 

There are many stories of Hooked on Phonics improving kids’ early reading skills. Many experts also praise its systematic approach and parent-friendly design.

2. Phonics Hero

Phonics Hero is an engaging literacy program for children ages 4-7. It offers instruction on letter sounds, word reading, sentence reading, spelling, and vocabulary. Phonics Hero uses a synthetic phonics approach with a clear, systematic sequence that is clear to follow. The program features fun cartoon characters and a gamified reward system to keep children engaged. While it provides plenty of practice opportunities for kids to master sound-letter correspondences and read decodable texts, it has some limitations.

Pros:

  • Provides plenty of practice opportunities on letter-sound correspondence
  • Includes decodable texts
  • Uses a synthetic, effective instruction approach 

Cons: 

  • Lacks instruction on alphabetical letter names 
  • Limited phonemic awareness practice 
  • Limited blending practice 

Despite its drawbacks, Phonics Hero can be an effective tool when supplemented with additional instruction from a knowledgeable teacher or adult.

3. All About Reading

All About Reading is a phonics program based on the Orton-Gillingham approach to reading. The program provides explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension for kids 4-5 years old. Primary features of the program include hands-on learning activities, decodable books, and customizable lesson plans. 

Pros:

  • Systematic and structured approach to teaching reading skills
  • Multi-sensory educational techniques 
  • Guided instruction for parents and teachers to deliver lessons

Cons:

  • More expensive than other programs 
  • Time-consuming for parents 
  • Limited online or digital resources

4. Explode the Code

Explode the Code is a workbook-based program for phonics and spelling. It uses a systematic approach to teach sound-symbol relationships, blending, and word structure. It contains engaging illustrations, a variety of exercises, and a cumulative review. Suitable for ages 4-11, lessons are mostly self-paced. It focuses on decoding skills and its structured approach also emphasizes writing skills in addition to reading.

Pros:

  • Strong emphasis on phonics instruction for decoding skills
  • Breaks down skills into specific steps 
  • Affordable option for a phonics program

Cons:

  • Some activities may be repetitive and lack engagement
  • Scope and sequence might not align with standards
  • Limited digital resources since it’s primarily workbook-based

5. Logic of English

Logic of English uses a structured literacy approach, teaching phonics alongside spelling, grammar, and vocabulary. It uses explicit instruction to explain the logic behind English spelling and reading rules. Some of its features include hands-on phonogram cards, workbooks, and readers.

Designed for ages 4 and up, lessons are highly adaptable. Pros include thorough explanations and application to spelling. The main con is its complexity for some learners. Research supports its effectiveness, with experts praising its holistic approach to language instruction and suitability for diverse learners.

Pros: 

  • Emphasizes phonics and spelling for strong literacy skills
  • Covers a large variety of language arts topics 
  • Activities are engaging and interactive for all ages

Cons:

  • Higher cost than other programs 
  • Time-consuming; requires student and instructor dedication 
  • Steep learning curve for parents with no instructional background 

Support Your Child’s Phonics Learning at Home 

To reinforce your child’s phonics skills, consider these practical activities you can do with them at home.

Phonics Games and Activities

Incorporate fun, interactive games into your daily routine to reinforce phonics skills. Letter hunts encourage children to identify letter sounds in their environment while rhyming contests develop phonological awareness. Word-building games using magnetic letters provide hands-on practice in manipulating sounds and forming words, making learning both engaging and memorable.

Environmental Print

Leverage (or create) a text-rich setting around you to support phonics learning. Point out letters and sounds on street signs, food packaging, and household items. This approach helps children understand the real-world application of their phonics skills and reinforces learning in everyday contexts, making the connection between abstract concepts and practical use.

Exemplify Reading for Pleasure

Foster a love for reading by providing a diverse selection of books at your child’s reading level. Initiate read-aloud sessions to model fluent reading and expose your kids to new vocabulary words and interesting stories. This practice reinforces phonics skills while developing comprehension and a positive attitude towards reading.

Collaborate With Teachers

If your child attends a classroom, try to communicate with their teachers. Ask how you can align a home practice with classroom lessons. Stay updated on the current focus areas and ways to support your child’s practice at home. This collaboration encourages consistency and allows you to provide more phonics support.

Explore Phonics Program Ratings from Literacy Professionals 

With so many phonics programs available today, it can be confusing to choose which one to use at home with your kids. Phonics.org recommends programs that deliver evidence-based instruction and that facilitate an interactive experience where parents are actively involved in the learning process.

To stay up to date on the latest (and most helpful) phonics programs for kids, follow our Phonics.org reviews page. Every week, we provide thorough ratings and detailed overviews of all the English phonics apps on the market today.

5 Findings That Prove Words Are Remembered in Phonological Memory

phonicsorg on June 27, 2024

To read fluently, the brain pulls from a large sight word vocabulary that we’ve built over time. Sight words make the reading process easy, automatic, and meaningful as we string together words we’re already familiar with. But how are sight words remembered? Furthermore, how does the brain store, process, and retrieve so many words from memory as we read? 

The fascinating answer has much to do with phonological memory. There have been many discoveries that prove how sight words are stored and what this reveals about reading development. In this article, we look at some of the most interesting findings that prove how our word-reading memory functions—and why it’s not based on visual memorization. 

How is Reading Fluency Developed?

Dr. David Kilpatrick, a renowned researcher in the science of reading, provides compelling evidence that sight words are not memorized as whole visual units as previously thought among educators. Instead, words are stored in our phonological memory, the part of the brain that processes speech sounds.

In his book Equipped for Reading Success, Dr. Kilpatrick explains the process of how words are remembered. In short, for children to become strong readers, they must develop three things.

  1. Alphabetic Principle — The understanding that alphabetical letters (and letter combinations) represent individual sounds in spoken language.
  2. Phonic Decoding Skills — The ability to apply knowledge of letter-sound relationships and effectively sound out (decode) unfamiliar words, letter by letter.
  3. Orthographic Mapping — The process of repeatedly connecting spoken words to the spelling of their written words, resulting in permanent word memory over time. Orthographic mapping relies on two things:
    1. Letter-Sound Proficiency 
    2. Phonemic Proficiency 

As Dr. Kilpatrick explains, “Oral words are made up of sequences of oral sounds. Written words are strings of letters designed to represent those sounds. A word’s pronunciation (phonology) and meaning (semantics) are connected in memory with the word’s spelling (orthography), so when the printed word is seen, the pronunciation and meaning are instantly accessed. There is no guessing or sounding out the word. The word just effortlessly pops into your mind.” (Equipped for Reading Success, p. 38-39).

What is Phonological Memory? 

Phonological memory refers to the part of our brain’s memory system that stores and retrieves speech sounds. 

It plays an important role in reading development because to read words, a reader must know how to match visual letters with the sounds they represent. Then, they must decode multiple speech sounds—each pulled from phonological memory—and blend them together to reveal the whole word. Their knowledge of the whole word is also stored in phonological memory. 

The letter sounds, pronunciation, syntax, and meaning of words all come from this phonological memory system, enabling beginner readers to sound out and comprehend words in print. Then, through orthographic mapping, this memory system stores the now-familiar words. Readers can easily recognize mapped words which then builds reading fluency. This is the “phonological filing system” as Dr. Kilpatrick calls it.

Proof That Words Are Remembered in Phonological Memory

In research on reading development, there’s plenty of evidence that word recognition is not based on visual memory alone. Rather, words are stored in phonological memory—the part of memory that relates to verbal language. In his book, Equipped for Reading Success, Kilpatrick illustrates examples of this evidence. Here is a summary of the key findings. 

1. We Can Read Different Fonts and Typestyles

As literate individuals, we can read texts in various fonts and styles that we’ve never encountered before. This is one of the simplest facts that demonstrate word-reading memorization is not visual.

For example, we can read:

  • Mixed-case words (sPeLLiNg ThAt’s LiKe tHiS)
  • Different fonts (serif, sans-serif, bold, skinny, bubbly, squiggly, etc.)
  • Capital letters (ALL CAPS LIKE THIS) and lowercase letters (all lowercase like this) in various contexts 
  • Different handwritings—from a doctor’s sloppy scribbles to a stranger’s unique print
  • Cursive and formal scripts

There’s no possible way a reader has been previously exposed to every style of text they will ever read. If words within an unfamiliar or hard-to-read piece of print have not been saved to visual memory, how can the reader decode them with ease? We know that most words are not stored in memory as whole visual units. No matter what font we read, our brains pull from phonological memory to decode new (and even barely legible) print styles. 

2. We Know That Visual Memory Differs from Word Memory

The field of cognitive science has discovered that visual memory and word memory operate differently in the brain. The average literate adult can verbally identify words in print faster than they’re able to name visual objects in pictures. For example, if you compare the speed at which adults would say words for everyday objects (“house,” “phone,” “car,” etc.) based on reading the word aloud or identifying the object in a picture, the word recall speed is faster in reading. 

Children with reading disorders have shown similar scores to proficient readers on visual memory tests, despite having significantly lower scores in word memory. If reading was dependent on visual memory for word recall, why would children score the same for visual tests but fail word-reading tests? This rules out a visual-based word memory. 

Even more surprising is the finding that deaf individuals—despite achieving normal visual memory scores and having no visual impairments—typically struggle to obtain expected reading proficiency for their age. It’s estimated that one in three deaf students graduates high school with a reading level at or below third grade (Center on Literacy and Deafness). This hints at the importance of verbal (phonological) language in the development of word-reading memory.

3. We Correlate Sight Words With Phonemic Awareness

Sight words include any word that a reader is familiar with and can recognize by sight, with no need for decoding. There is a lot of correlation shown between phonemic awareness and sight words, whereas there is very little correlation between visual memory and sight words. 

4. We Forget Words in Working Memory, Not Phonological Memory 

Think about a time when you were trying to explain something in a conversation but you forgot the specific word to describe something. You know the meaning of the word and the point you’re trying to make, and yet you can’t remember the actual word for what you’re saying. You might stammer, “What’s the word…? It’s on the tip of my tongue!” but your mind goes blank. 

This brief memory lapse does not happen when reading text that contains words we already know. For example, say you’re trying to remember the word “simmer” when verbally explaining the process of cooking something on the stovetop. You can’t remember the word that means not quite a boil but maintains cooking at a high temperature. Alternatively, if you were to read a recipe that stated, “Simmer on low for 20 minutes,” you’d have no problem recalling the word or what it means. 

Why would we forget words in working memory but not in phonological memory? Word recall is not set in working memory. It has to do with phonology and the process of orthographic mapping. 

5. We Have a Limited Capacity for Visual Memory 

Although it’s been previously assumed that whole-word memorization is a required process for reading, our brains cannot store so many visualizations—at least not accurately. Research on visual memory has found that human memory is incapable of storing more than 30,000 to 60,000 words for retrieval. 

When trying to remember a new address or phone number, what do you do? Most likely, you read the numbers and then repeat the string of digits either out loud or silently in your head. Quick, grab a piece of paper or your cell phone—write it down before you forget! If we could imprint text onto visual memory, this process would be much easier. We wouldn’t need to repeat the digits until we could offload them from our working memory. 

Consider the fact that all of the above examples reveal that we use “visual input” to process text initially. However, we do not use visual storage to “memorize” the visuals we see. Instead, we rely on our knowledge of phonemic awareness, phonological memory, and sight words. 

Understanding Phonological Memory: Help Children Learn to Read

Why does all of this matter? Knowing the role and function of phonological memory in reading development is crucial for effective literacy instruction. By understanding how words are decoded, remembered, processed, and retrieved, you can prioritize the necessary and effective phonics strategies when helping children learn to read. It’s highly advised you avoid whole-word memorization strategies–such as memorizing large lists of high-frequency words or “analyzing” the outer shape of a word–because these are common practices that are ineffective.

Learn more about evidence-based phonics instruction at Phonics.org where we explain reading science with practical applications for families and teachers. 

How to Help Kids Start Reading Multisyllabic Words

phonicsorg on June 20, 2024

Learning how to read multisyllabic words is a big milestone during a child’s phonics instruction. It’s a beginner’s bridge between basic phonics and more challenging skills that lead to reading fluency. As an educator, you must understand how to teach these concepts effectively so that your students benefit from new literacy skills. In this article, we offer some insights on how you can help your students begin reading multisyllabic words with confidence. 

Why You Need to Teach Decoding of Multisyllabic Words 

As an educator, the instruction method you use to teach multisyllabic word decoding holds weight. Many words have more than one syllable and knowing how to read these words is the key to fluent reading! 

  1. Reading Fluency: Texts will become increasingly complex as students move through their academic lives. They need to be able to quickly, accurately, and confidently decode longer words to navigate classes.
  2. Comprehension: Decoding multiple syllables brings a new level of meaning to text as children read. They begin to string longer words and sentences together, strengthening their comprehension.
  3. Vocabulary: Words with two or more syllables introduce children to a larger vocabulary, influencing them to develop better communication skills and consider big ideas. 
  4. Confidence: When students learn how to master bigger and harder words, their confidence grows. They develop more curiosity about reading.
  5. Diagnostics: Teaching and assessing children’s word-reading abilities sheds light on a student’s reading difficulties. The most critical time to identify and address reading disorders is before third grade. You play a significant role in noticing any signs of concern during this phase of literacy development. 

When to Introduce Multisyllabic Words to Kids 

After learning how to decode single-syllable words, children progress in their reading journeys to decode more complex words.

Before teaching children to decode multisyllabic words, they must first have a strong foundation in understanding basic phonics skills. These skills include phonemic awareness skills such as blending, automatic letter-sound correspondences, and basic decoding of single-syllable words.

Multisyllabic phonics instruction often starts near the end of first grade after students have mastered reading single-syllable words. 

How to Teach Multisyllabic Word Reading

There are a few approaches that can be used to teach students to accurately decode words with more than one syllable. 

1. Syllable Types

One method of teaching multisyllabic word-reading is becoming familiar with different syllable types. Generally, there are six types of syllables:

  • Closed syllables – words that end with a consonant sound and have a short vowel sound (ex. hat, dish)
  • Open syllables – words that end with a vowel sound (ex. pay, me)
  • Vowel team syllables – words where multiple vowels represent the vowel sound (ex. team, boil)
  • R-controlled syllables – words where an /r/ is after a vowel (ex. star, burger) 
  • Vowel-consonant-e syllables – words that end in silent e with a long vowel (ex. name, pike) 
  • Consonant-le syllables – words that end in ‘-le’ (ex. puzzle, little)

In reading research studies there is some debate on the effectiveness of teaching syllable types. It does seem helpful for learners to have some idea about what different types of syllables are and what the patterns look like. Flexibility in applying these syllable types to overall reading should be encouraged and practiced. 

2. Flexible Approach

Not all words follow the rules in the syllable types. Another approach to multisyllabic word reading is described by Michael Hunter and Linda Farrell. This approach does not teach specific syllable types but does show learners how to break up larger words flexibly. 

This approach follows a step-by-step process for all words:

  • Step 1: How many vowel letters are in the word?
  • Step 2: Are the vowels together or apart?
  • Step 3: Is there a silent e at the end?
  • Step 4: How many syllables are there? Draw a line to break up the word into its parts. 
  • Step 5: Say each syllable and then combine them to read the whole word. If you do not recognize the word, flex the vowel sound (if you read the word with a short sound, try a long vowel sound instead). 

In this approach, reading the word ‘pumpkin’ would involve identifying the vowels (pumpkin), noting that the vowels are apart from each other and there is no silent e at the end. This would break up the word so that the vowels are separated (pump / kin). Finally, each part of the word would be decoded and then blended to read the whole word, ‘pumpkin’. 

Additional Tips for Decoding Multisyllabic Words

Teaching children how to read multisyllabic words requires a systematic and explicit framework. They need to learn how to syllabicate (divide words into syllables), identify prefixes and suffixes, and follow new phonics rules. 

1. Introduce Multisyllabic Words Strategically

Start with two-syllable words that follow a closed-syllable pattern. Because closed syllables contain only one vowel followed by a consonant ending, kids who are familiar with CVC or VC words typically grasp these multisyllabic words first. Example words include ‘rabbit,’ ‘kitten,’ ‘napkin,’ and ‘puppet.’ Each syllable contains a closed vowel (‘rab-bit’).

Later, you can introduce the schwa sound as students move on to more advanced words. Schwa sounds often appear in unstressed syllables and need to be identified when reading multisyllabic words. Understanding the schwa sound helps students decode “lazy vowel” words like ‘carrot,’ ‘wagon,’ ‘bagel,’ and ‘away.’

2. Teach Syllabication

Syllabication practice is necessary so that children can grasp word structures. Students learn how to divide words into syllables by identifying their different parts—prefixes, suffixes, spelling patterns, and so on.

Common syllable division patterns are:

  • VC/CV (vowel-consonant/consonant-vowel)
  • V/CV or VC/V (vowel/consonant-vowel or vowel-consonant/vowel)
  • VC/CCV or VCC/CV (vowel-consonant/consonant-consonant-vowel or vowel-consonant-consonant/consonant-vowel)
  • Consonant-le

These rules help students break down longer words into manageable parts. Syllable division is often taught using visual indicators like dots above vowels, circles around prefixes, slashes between syllables, and boxes around suffixes. Different visual aids such as syllable cards and word ladders also help make these abstract phonics concepts more approachable for kids. 

3. Highlight Morphological Awareness

Morphology refers to the meaningful units of language and how they’re combined in words. It’s helpful to teach students basic morphological awareness concepts early as they learn to decode multisyllabic words. Teach common prefixes and suffixes, their meanings, and how they affect word pronunciation. 

For example, the prefix ‘re’ means “again.” When children learn that words with ‘re’ imply something is done again, they can approach new words with that understanding, such as: ‘replay,’ ‘react,’ ‘rewind,’ etc.

Root words are also important morphemes for students to be aware of. Help your students identify root words and prompt them to consider how prefixes and suffixes change the meaning. For example, ‘untouchable’ has the root word ‘touch’ but has a different meaning due to its prefix and suffix.

4. Facilitate Practice and Repetition

Practice is key for teaching multisyllabic words! Facilitate opportunities for your students to repeat the concepts they learn. Include targeted words in classroom activities and games. Systematically introduce words into connected text such as decodable books and other reading materials. While students need to practice isolated decoding activities in class, they also need to practice in real-life reading experiences. 

5. Monitor Progress and Provide Support

Consistently monitor students’ progress through learning assessments such as a phonics screener. Look at where students need extra support or further practice. Provide multiple different instruction approaches to meet the needs of different learners. You can also work with other teachers, parents, and reading specialists to learn about additional strategies to help struggling students understand multisyllabic words. 

More Phonics Teacher Tips and Resources at Phonics.org

Teaching kids how to read multisyllabic words is an important process. Through explicit instruction of syllable types, division patterns, decoding strategies, and lots of practice, you help your students strengthen the skills they need to grow into strong, confident readers. 

Don’t forget to make the learning process fun and engaging for kids. For more tips on proven phonics instruction methods, check out the resources at Phonics.org.

Basic Concepts in Language Development 

phonicsorg on June 14, 2024

In language development, basic concepts are words that set the foundation for children’s learning. These words are essential for understanding instructions, completing daily tasks, and describing experiences. Basic concepts include opposites (like hot/cold and big/little), locations (like up/down and in/out), descriptions (like colors, shapes, and textures), and more.

While these words may seem simple to adults, mastering basic vocabulary words is crucial for children in early education. Having a strong grasp of basic concepts lays the groundwork for following directions, communicating effectively, and developing more advanced literacy skills over time. 

Let’s look at some of the basic concepts children should learn and then introduce a few helpful ways you can guide this aspect of language development.

Examples of Basic Concepts for Kids 

Broadly, basic concepts are the simple word relationships that children must learn in order to listen, learn, and describe things. They equip children to understand and convey basic information about objects, actions, people, and experiences.

There are several main categories of basic concepts. Most of them involve opposites. These include:

  • Comparative: includes comparative and superlative adjectives such as hot/cold, big/little, fast/slow, hard/soft, old/new
  • Quantitative: includes words related to quantity and measurement such as one/many, more/less, full/empty
  • Spatial: includes words related to location, directions, and prepositions like up/down, in/out, over/under, front/back, right/left, stop/start, here/there
  • Temporal: includes words related to concepts of time such as now/later, today/tomorrow, morning/night, first/last

These basic words are some of the first vocabulary terms children must learn to begin matching words to real life. When kids have a strong understanding of these, they start building the skills they need to grow and learn. 

The Role of Basic Concepts in Daily Life 

Consider how often basic concepts affect children’s daily lives. To follow simple directions and commands, there must be an understanding in place.

For example:

  • “Put the green cup on the small table.” 
  • “Go get the big yellow book.” 
  • “Stop and look both ways before you walk to the neighbor’s house.” 

Basic concepts inform children exactly what is expected of them at home and in educational settings. 

Plus, when kids have the vocabulary necessary to describe opposites, locations, and attributes, they can better express their own observations. This supports language development and social interaction.

Research shows that children’s knowledge of basic concepts in prekindergarten and kindergarten can be a predictor of future reading comprehension. Delays in basic concept vocabulary can limit children during further language development.

These basic skills are closely related to phonics education. As young students learn to connect basic concept words to written forms, it reinforces the alphabetic principle and decoding. Overall, when kids have a strong grasp of these simple words, it sets them up for long-term success.

How Children Learn Basic Concepts

Every child learns basic concept words at a different pace. Some may learn quickly while others might take time to grasp them fully. Let’s look at how children develop basic concepts. 

Learning Through Experiences

Kids learn basic concepts early on through everyday experiences. Verbal language development is a natural process as children pick up on sounds, speech patterns, and word meanings from their family and environment. Their interactions with people, places, and things begin to show them connections between spoken words they hear and real world references. 

However, experience isn’t always enough for any child to fully master basic concept knowledge. 

Receiving Explicit Instruction

Children also need explicit (direct) instruction to grasp certain vocabulary concepts. Repetition is important to reinforce their understanding.

Instruction typically involves:

  • Teaching one or two concepts at a time to avoid information overload 
  • Relating new concepts to the child’s world so they make personal connections 
  • Creating a daily routine to give examples and practice basic concepts
  • Using concept words in regular conversation with your child 

It also helps to start with the simplest concepts and then gradually move onto more challenging ones. An explicit instruction approach to basic concepts can look like:

  • Starting with opposites (hot/cold, big/little) 
  • Moving onto locations (in/out, up/down)
  • Then teaching descriptions (colors, shapes, textures)
  • Then teaching time/quantity concepts 
  • Moving on to more challenging concepts 

Even with implicit and explicit exposure to basic concepts, a few things can affect how children pick up on them. 

Influencing Kids’ Acquisition of Basic Concept Vocabulary 

There are a few signs that a child might be delayed in language development or struggling to grasp basic concepts. 

A child who’s 2-3 years old might describe what they observe using generalized words like “that one,” “there,” or “this thing” instead of using more specific descriptions with colors, locations, or sizes. 

Some kids might seem confused when given verbal instructions—as if they have to guess what they were just told to do. If storytelling, problem solving, or expressing their thoughts verbally continue to be a challenge beyond expected milestones, they may still be developing basic concepts. 

If you are concerned about the vocabulary development of your child or student, it may be wise to use the Basic Concepts Skill Screener to check and see how their skills measure up to the average performance of other children their same age. This screener can also let you know which specific basic concept skills have been consolidated or still need direct instruction and practice. 

Several factors impact how quickly and thoroughly children pick up basic concepts:

  • Amount of repetition and modeling of words in context
  • Some concepts are harder to grasp, especially the more abstract ones
  • The child’s quality and quantity of language exposure
  • The child’s learning environment 
  • Socioeconomic background
  • Presence of a disability or language delay

The more interactive and systematic the instruction is, the more likely the child will acquire the full scope of basic concepts.

Tips for Teaching Basic Concepts 

To help young children learn basic concepts, here are some practices to implement at home and in the classroom. 

Use Concrete Examples

Use familiar objects and pictures to make basic concepts as concrete and tangible as possible. Physically demonstrate opposites like big and small. Point out locations like over vs. under. Show examples of different colors, shapes, and textures.

Read Concept Books Together 

Read books with your child and emphasize basic concept words during read-alouds. Many children’s books intentionally focus on particular categories of concepts through the text and illustrations.

Define Words Explicitly

In daily interactions with your child, take opportunities to explicitly define and explain basic concept words you use. “That car is big. Can you find a little car?”

Ask Comprehension Questions

Check your child’s understanding by asking them to identify or demonstrate the meanings of basic concept words. “Can you show me which toy is soft?”

Play Concept Games

Word games, songs, and early reading activities that reinforce basic concepts make the learning process more engaging and interactive for kids. Play Basic Concepts Chipper Chat for a ready-made game that focuses on applying these words and learning their meanings. 

Give Corrective Feedback

When children use a basic concept word incorrectly, provide corrective feedback in the moment and model the proper usage. Praise your child when they grasp a new concept or get a question right. 

Integrate Into Other Lessons

Include basic concept words into other learning activities like phonics, math, and following multi-step directions to reinforce their meanings.

Use Repetition 

Basic concepts take repetition and time for kids to fully get. Be consistent and use the vocabulary frequently across many contexts.

Adjust Based on Ability

Be flexible and adjust the level of instruction complexity based on each child’s current grasp of basic concepts. It helps to meet them where they’re at. Refer to results in a basic concepts screener to know which specific words a child needs support with learning. 

Connecting Basic Concepts to Phonics Instruction 

As kids develop an understanding of basic concept vocabulary words, eventually they’ll use these concepts in phonics education. Comprehension is an integral part of reading and writing. Basic concepts set a foundation for reading comprehension as children interpret meaning and associate descriptions with the words they begin to read. 

Want to know more about basic concepts? Explore similar topics that are crucial to early phonics instruction on the Phonics.org website today.

How to Compare Phonics Reviews and Choose the Best Program 

phonicsorg on June 7, 2024

If you’re a teacher or parent of young readers, you’ve likely faced the overwhelming number of educational programs and apps on the market today. How do you choose the best phonics program when teaching children how to read and write? 

Because phonics instruction plays such a critical role in children’s literacy development, choosing which programs and apps to use with your students is not a decision to take lightly. There are several core aspects to consider when comparing your options. In this article, we explain the top criteria to review and how to compare them so you can make informed decisions. 

Continue reading to learn from the literacy experts at Phonics.org! Plus, discover some helpful phonics apps and programs that we’ve thoroughly reviewed for you already. 

Criteria to Follow When Reviewing Phonics Programs

Whether you’re reading reviews for your own online research or writing a phonics review to share educational feedback, a few criteria can help you gain a full picture of the program. These include effectiveness, user engagement, overall usability, and other factors that determine whether or not a program is proven to support children’s reading success. 

Knowing what to look for can mitigate confusion. Here are some of the criteria we suggest.

Quality of Phonics Instruction 

There are different types of phonics programs that use different instructional approaches. Mainly: 

  • Synthetic phonics teaches children to correspond letters with individual sounds, and how to blend them in print to form words.
  • Analytic phonics focuses on analyzing whole words to identify phonetic patterns.
  • Embedded phonics uses context clues and implicit reading to teach concepts “as needed.”
  • Analogy phonics focuses on using word patterns and word families to create “analogies” for new concepts. 

Synthetic phonics instruction is widely recognized for its efficacy in reading instruction. Synthetic phonics uses single speech sounds to teach word-reading and spelling. Studies that have compared the different types of phonics, over time, have found synthetic phonics to be the most effective method. When looking for a phonics program, a focus on synthetic instruction is key.

Similarly, when comparing phonics reviews, it’s helpful to look at the program’s scope and sequence—how concepts are introduced and built upon. Research shows that systematic phonics instruction significantly improves reading skills, especially for young learners and struggling readers.

Bottom line: check if the program is explicit, systematic, and involves teacher guidance. It should involve regular assessments to monitor student progress. Feedback from educators and parents who have used the program can also help you learn about the program’s scope and sequence.

Alignment With Evidence-Based Practices

Evidence-based literacy instruction includes methods that have been proven effective through the science of reading. To determine if a phonics program aligns with these practices, consider whether or not it’s based on instruction that is supported by research and shows measurable success in reading development.

Check if it follows a structured, systematic approach and includes regular learning assessments. Read program reviews from literacy specialists on websites like Phonics.org to see which ones follow these principles, providing structured, research-backed instruction to support children’s literacy development.

By choosing programs that align with evidence-based instruction, you prevent your students from learning faulty reading methods that could stunt their reading development or cause them to fall behind. 

Level of User Engagement

Content engagement is crucial for young learners as it keeps them motivated and interested in the learning process. For a good level of engagement in a phonics program, it should include interactive activities, multimedia elements, fun lessons, structured pace, and digital apps that balance entertainment with educational challenges. Programs that incorporate games, songs, and hands-on exercises tend to be more engaging.

To experience the engagement level for yourself, see if the program offers free trials or demos. Observe how children interact with the content and whether they remain focused and enthusiastic. Feedback from other parents and educators can also provide insights into the program’s ability to captivate and maintain children’s interest.

Overall Usability of the Program 

Usability in the context of phonics programs refers to how easy and intuitive the program is for children and adults to navigate. Features of usability include ease of use, clarity of instructions, accessibility options, troubleshooting, and customer support.

When reading phonics program reviews, pay attention to what people say about the overall experience. If it’s a phonics app, does it have a user-friendly interface, clear and concise instructions, and accessible features for learners? Is the app’s customer support helpful, difficult, or non-existent? Gather more feedback on usability by reading reviews from independent education sites, talking with educators, or by trying the program yourself to see how smoothly it operates in practice.

Feedback from Existing Phonics Program Reviews 

Reading user reviews lets you consider people’s subjective experiences with the program and notice patterns of these experiences. To find authentic reviews, explore different reading organizations, parent forums, and teacher blogs. Look for detailed feedback that discusses the strengths and weaknesses of each program. 

Assess these reviews to identify common themes, such as functionality, bugginess, quality of literacy instruction, affordability, and engagement. This will help you make an informed decision about whether the program is suitable for your child’s or students’ needs.

Opportunities for Instructional Guidance 

Effective phonics instruction requires ongoing support and professional development for teachers. Whether you’re a parent or educator, consider the level of adult guidance, program facilitator resources, and ongoing support provided by the app or program developer. This can help you deliver the educational activities effectively while engaging in your student’s literacy development.

Observations of Program Implementation

One of the best ways to evaluate a phonics program is to observe it in action. Look for opportunities to visit classrooms or schools where the program is being implemented. Download phonics apps and sign up for free trials of online programs so you can view the lessons for yourself. 

Pay attention to how the lessons are structured, the level of engagement they provide from a child’s perspective, and the educator’s ability to effectively support the program’s instruction methods. 

View the Latest Phonics Reviews at Phonics.org

Taking the time to read through different types of phonics program reviews is a necessary step in finding the right educational content to help students learn to read. 

If you’re a parent, we hope these tips help you understand what to look for and what to stay away from so you can encourage your child to develop strong reading skills.

If you’re a teacher, we hope you not only benefit from reading phonics reviews but also feel encouraged to stay updated on the latest phonics programs and apps in development. 

To stay up to date, join the community dedicated to improving literacy education at Phonics.org. Explore our latest phonics reviews, leave your own feedback, and send any phonics program recommendations you’d like to see reviewed! Together, we can support the development of strong readers through evidence-based phonics instruction. 

A Parent’s Guide to the DIBELS Reading Assessment

phonicsorg on May 24, 2024

Reading assessments are essential tools for identifying and addressing reading challenges in children. One assessment known as DIBELS stands out for its effectiveness in gauging early literacy proficiency. 

In this article, we explain the DIBELS reading assessment and answer common questions that parents of struggling readers may have. 

What is the DIBELS Reading Assessment?

DIBELS is the Dynamic Indicators of Basic Early Literacy Skills assessment. It’s a widely used reading screener and benchmark assessment designed to evaluate reading skills in children. DIBELS was developed in the 1970s by researchers at the Institute for Research and Learning Disabilities at the University of Minnesota. It became more widely available in 2002 through the University of Oregon. DIBELS is currently in the 8th edition, with the most recent update in 2023. 

What Does DIBELS Assess?

DIBELS consists of six different subtests. Each subtest targets a specific literacy skill for a specific age group. 

These measures are:

  • Letter Naming Fluency — assesses knowledge of alphabetical letters (K-1st grade)
  • Phoneme Segmentation Fluency — evaluates phonemic awareness (K-1st grade)
  • Nonsense Word Fluency — objectively measures decoding skills (K-3rd grade)
  • Word Reading Fluency — measures word decoding skills (K-3rd grade)
  • Oral Reading Fluency (ORF) — assesses reading fluency and accuracy (1st-8th grade)
  • Maze — measures reading comprehension (2nd-8th grade)

DIBELS plays a crucial role in screening for early reading difficulties, ultimately guiding decisions on who may need additional reading instruction and what types of reading instruction are necessary. Revealing insights into students’ literacy skills, DIBELS helps educators tailor reading interventions to meet individual needs and monitor student progress over time. 

What Happens During a DIBELS Assessment?

DIBELS is similar to any other learning assessment in the classroom. Most schools make sure teachers conduct a “benchmark” DIBELS assessment for each child at least 3 times per year to monitor progress. This includes a beginning of year (BOY), middle of year (MOY) and end of year (EOY) assessment. Students receiving additional reading support may have monthly progress monitoring check-ins to see how well they are progressing in their literacy intervention. 

Each DIBELS assessment is short. Five of the subtests are one minute in duration and one subtest (Maze) is 3 minutes long. The facilitator (a teacher or reading specialist) explains each exercise one-on-one with the child. They then closely monitor the child’s answers and record the results. The scores are simple, straightforward, and easy for teachers to understand. 

DIBELS Scores and Risk Categories

A child’s scores indicate their risk category—that is, how “at risk” they are for struggling to meet expected reading goals.

  • Negligible Risk: The child shows no risk and is on track or ahead of their reading development.
  • Minimal Risk: The child shows low risk and is meeting benchmark standards. 
  • Some Risk: The child is showing signs of difficulty with one or more aspects of reading development and should receive “strategic support.”
  • At Risk: The child is struggling significantly below standard reading development and needs “intensive support.”

Several different factors can contribute to a child’s DIBELS results. It’s important to talk with your child’s teachers, medical professionals, or a reading specialist if they score below the benchmark. 

Is DIBELS the Best Reading Test for Kids? 

DIBELS isn’t technically a “test” that your child can pass or fail. Rather, it’s an assessment that provides educators and specialists with information about where your child is currently in their reading development. 

While there are many reading assessments today, DIBELS is a go-to option that’s used around the world. Since it screens for key areas of reading ability, it’s fairly accurate for parents and families looking to find answers for their child’s reading struggles. 

Using DIBELS Assessments for Reading Intervention 

The DIBELS assessment is instrumental in spotting reading difficulties early on. Some children need reading intervention to remediate setbacks or literacy struggles. 

There are three tiers of reading instruction:

  • Tier 1 involves the instruction that all students receive as a whole class. 
  • Tier 2 pinpoints specific reading challenges among students and usually involves small-group interventions. 
  • Tier 3 signifies a need for individualized, intensive instruction to address noticeable setbacks.

The DIBELS assessment results inform instructors and parents on the next steps for intervention because it highlights each student’s strengths and areas for improvement. For example, a student struggling with word reading fluency might receive focused practice in decoding skills, leading to significant improvements in reading fluency and comprehension.

What Can Parents Do to Help Struggling Readers? 

Depending on your child’s DIBELS scores, there are several ways you can support their reading development. 

Literacy Support from Professionals

If your child is on track, continue with the existing reading instruction methods and make sure to provide additional challenges—this will maintain progress. 

For kids who need targeted interventions, you can work closely with their teacher to implement recommended strategies to strengthen their identified weaknesses. 

If your child needs intensive support, consider turning to an outside tutor, literacy specialist, or reading program that can offer individualized, structured, systematic instruction. The DIBELS assessment is not intended to replace a comprehensive or diagnostic reading assessment. 

Reading Development at Home

You can (and should) also support your reader at home. 

  • Read with your child to foster language comprehension and enjoyment of reading. 
  • Use educational tools like flashcards, phonics games, and interactive reading apps to make learning fun and engaging. 
  • Establish a reading routine.
  • Create a calm, distraction-free reading environment so you and your child can practice together.
  • Encourage your child to explore a variety of genres to build their interest and skills.

Websites like Phonics.org offer valuable resources and program reviews to help you find effective tools and strategies for at-home literacy practice.

Monitor Your Child’s Progress

Continuous monitoring and support are crucial for your child’s reading progress, especially if they’re at risk. Regularly assess their skills using DIBELS or other assessments to track improvements and identify any new challenges. 

Equally as important, communicate with your child’s teacher to ensure that intervention attempts are effective and then adjust strategies as needed. By staying proactive and involved in your child’s reading progress, you help them develop strong literacy skills that will serve them well throughout their academic career and beyond.

Reading and Phonics Support for Parents

By understanding the components and significance of DIBELS, you can actively participate in your child’s educational journey. Whether that involves a reading intervention, addressing a learning disability, or course-correcting the instructional approach, proper assessment and screening are the first steps in advocating for your child’s potential. 

For more information and support related to child literacy, explore parent resources at Phonics.org. Let’s empower children to become confident and proficient readers, unlocking a world of knowledge and opportunities for life. 

Phonetic Sounds in the English Language 

phonicsorg on May 17, 2024

Have you ever wondered why the English language can be so complex? While there are only 26 letters in the English alphabet, there are 44 variations of sounds these letters can produce when spoken. These different individual speech sounds are called phonemes. 

Understanding these fundamental sounds and having phonemic awareness (the ability to recognize and manipulate individual sounds of speech) is crucial for language learning, communication, reading fluency, and overall literacy development. Let’s take a look at these 44 sounds in the English language and how they play an important role in language and literacy.

What are Phonemes?

Phonemes are the smallest individual units of sound in language. Each word contains a different combination of phonemes. To understand words, we must be aware of their individual units and how they work together.

Since phonemes are sounds (not letters), a single letter of the alphabet can represent multiple phonemes depending on the word. For example, the letter <a> can make the /a/ sound in “cat” and the /ei/ sound in “cake.” While English spelling can get a bit challenging in this regard, understanding phonemes provides a clear foundation for language learning.

It’s also worth mentioning that phonemes have slight variations depending on context. These variations are called allophones. For example, in the well-known variation of the word tomato (“toe-may-toe” / “toe-mah-toe”), the /a/ sound is the same phoneme, just spoken differently. Therefore, phonemes can vary based on factors like dialect, accent, and the way a person speaks the word.

How Many Sounds Are in the English Language?

There are 44 sounds (phonemes) in the English language. They can be classified into two main groups: consonants and vowels. 

There are 24 consonant phonemes and 20 vowel phonemes, each containing slightly more complex sound categories.

Consonant Sounds

Consonants are typically created by partially or completely blocking airflow somewhere in the vocal tract during speech. Think about the sound /p/ — your lips come together to momentarily stop airflow and then push a small amount of air between the lips. Examples of other consonants include /b/, /t/, /f/, /m/, and /s/. 

There are further classifications within consonants based on how they’re produced (called manner of articulation), including:

  • Plosives (stops): complete blockage and then release of air like /p/
  • Fricatives: airflow creates friction like /f/
  • Nasals: air escapes through the nose like /m/
  • Affricates: stops followed by fricatives, such as /ch/

Consider some examples of the consonant phonemes.

  • /b/: bad, big, bubble
  • /d/: dog, dad, had
  • /f/: fig, stiff, calf
  • /g/: got, egg, girl
  • /h/: has, him, who
  • /j/: job, giraffe, joke
  • /k/: cat, kit, queens
  • /l/: love, well, melon 
  • /m/: mop, summer, math
  • /n/: nice, know, gnat
  • /p/: play, pine, snip
  • /r/: ran, wrist, carrot
  • /s/: smile, miss, since
  • /t/: time, right, tripped
  • /v/: vine, five
  • /w/: wet, why, word
  • /y/: yellow, yes, you
  • /z/: zip, zen, his

There are also consonant digraph sounds. A consonant digraph is two consonants put together that form one individual sound (for example, /sh/). 

  • /ch/: chip, watch
  • /sh/: ship, fish
  • /ng/: ring, long
  • /th/ (voiced): leather, whether, this
  • /th/ (unvoiced): thought, that
  • /wh/: what, wham
  • /zh/: vision, treasure

Vowel Sounds

Vowels are spoken using an open vocal tract, allowing air to flow freely during speech. This openness is what gives vowels their characteristic sustained sounds. The five main vowel phonemes in English are /a/, /e/, /i/, /o/, and /u/. However, there are nearly 20 different vowel phonemes in the English language: singular phonemes (monophthongs) and two vowel sounds joined together (diphthongs).

Because vowel sounds can be complex and are limited to only six alphabetical letters, their phonemes are represented by different combinations of letters. You can find a full list of English phonemes on the International Phonetic Association website.

Monophthongs:

  • /ɪ/ as in “sit”
  • /iː/ as in “see”
  • /ɛ/ as in “bed”
  • /æ/ as in “cat”
  • /ɑː/ as in “father”
  • /ɒ/ as in “hot”
  • /ɔː/ as in “saw”
  • /ʊ/ as in “book”
  • /uː/ as in “boot”
  • /ʌ/ as in “cup”
  • /ɜː/ as in “bird”
  • /ə/ as in “banana”

Diphthongs:

Diphthongs are a special category of sounds created by combining two vowel sounds within a single syllable. For example, the /oi/ sound in “boil” or the /ow/ sound in “house” are both diphthongs.

  • /eɪ/ as in “day”
  • /aɪ/ as in “time”
  • /ɔɪ/ as in “boy”
  • /aʊ/ as in “now”
  • /əʊ/ as in “go”
  • /ɪə/ as in “near”
  • /eə/ as in “hair”
  • /ʊə/ as in “tour”

Understanding these phoneme categories and how they interact can help you master the intricacies of spoken English. It can also help you teach children phonics. By recognizing the different roles of consonants and vowels, and how diphthongs add another layer of complexity, we gain a deeper awareness of how words are spoken, read, spelled, and learned. 

How Phonemes Shape Our Language

Phonemes, the individual sounds of language, combine to form the building blocks of words—and ultimately, our spoken language. They don’t exist in isolation. Instead, they join to create syllables, the building blocks of words. Phonemes also play a crucial role in how we recognize and understand words. Think about the minimal pairs “bat” and “pat.” Just by switching the first phoneme (/b/ to /p/), we create entirely different words with distinct meanings. 

Phonemic awareness, the ability to identify and manipulate these sounds, becomes essential for fluent reading and clear communication. Furthermore, phonemes contribute to morphemes, the smallest units of sound that carry meaning. For instance, the word “unhappy” consists of two morphemes: “un-” (a prefix meaning “not”), and “happy” (the root word).

Understanding how phonemes combine to form morphemes allows us to decipher the meaning of complex words and ultimately, unlock the full potential of language. But none of this would be possible without phonemes.

English, Phonemes, and Phonics Instruction 

The basic units of sound in the English language are fundamental for building strong reading and spelling skills. By using a systematic phonics program that explicitly teaches phonemes and their connection to letters, children gain the tools they need to decode unfamiliar words, sound them out effectively, and ultimately become confident readers and spellers.

To learn more about literacy development and phonics instruction, follow Phonics.org for more information.

How to Teach Spelling: Beginner Phonics Instruction

phonicsorg on May 10, 2024

Spelling is a primary skill in phonics instruction and literacy development. It equips children to communicate effectively through the written word, express themselves creatively, and succeed academically. 

Explicit phonics instruction empowers children with the knowledge and skills they need to decode unfamiliar words, spell words accurately, and become confident readers and writers. But how should beginner spelling be taught? This article explains a few practical principles for teaching spelling using an effective approach.

The Importance of Spelling in Phonics Education 

Spelling, also known as encoding, is crucial for a child’s education as well as the development of necessary life skills. The ability to spell and write well is how people communicate through print, preserve stories, and complete important tasks in society.

It also plays a dual role in a child’s literacy journey. A child’s spelling can be a window into their understanding of written language. Their attempts at spelling can reveal their grasp of letter sounds, phonics concepts, and basic spelling patterns. 

Conversely, the act of spelling itself reinforces reading skills. As children sound out words to write them down, they solidify the connection between letters and sounds. Interestingly, spelling difficulties can highlight underlying reading challenges, as well. By observing a child’s spelling patterns, we can gain real insights into their reading development.

Foundational Phonics Concepts for Beginner Spelling Instruction 

Spelling instruction involves several key phonics concepts. Children must systematically learn these concepts to build their first spelling skills.

  • Phonemic Awareness: This foundational skill involves understanding the sounds within spoken words. Children learn to identify, isolate, blend, and manipulate sounds, all of which are necessary for connecting sounds to alphabetical letters. The most important phonemic awareness skill for learning to spell is ‘segmenting’. This means breaking up a word into its individual sound (phonemes). 
  • Letter-Sound Relationships: This core concept involves recognizing the connection between individual sounds of language (phonemes) and the letters that represent them (graphemes). For example, learning that the letter <a> can represent the /a/ sound (as in “cat”) is one letter-sound relationship.
  • Phonics Patterns: As children progress in early reading and writing, they encounter recurring patterns in the way letters are used to represent sounds. Examples include short vowel patterns (CVC words like “ran”), consonant blends (/bl/, /cr/, /tr/, etc.), and digraphs (/sh/, /ch/, etc.). Learning these patterns empowers children to decode and spell more complex words.
  • Syllable Structure: Understanding how syllables are built—using combinations of consonants and vowels—helps children syllabicate or break words into smaller units for spelling. They learn that some syllables are closed (ending in a consonant) while others are open (ending in a vowel).

These concepts are best taught systematically and explicitly, building upon each other as children develop their abilities to write and spell.

Systematic Spelling Instruction 

People spell using several types of information involved in language. It begins with the simplest and moves up to the most complex.

  • Consonants and Short Vowel Sounds are the foundation of spelling. Children learn to spell basic CVC words when they have an understanding of these beginner concepts and rules.
  • Digraphs and Blends are combinations of multiple letters that represent singular sounds (for example, /sh/, /ch/, /th/). Digraphs and blends are essential for learning to spell more complex words.
  • Long Vowels inform readers of the different sounds represented by vowels. This knowledge unlocks a wider range of spelling (and reading) possibilities.
  • Syllable Patterns can be helpful for students to learn as they read more advanced texts. Identifying different syllable structures (open, closed, vowel teams) helps children break down words for spelling.
  • Base Words, Roots, Prefixes, and Suffixes become a major focus in later stages of phonics instruction. Children learn about morphemes—the building blocks of words. This includes identifying base words (the core meaning), roots (word origins that carry meaning, like “graph” in “telegraph”), prefixes (added at the beginning, like “re-” in “rewrite”), and suffixes (added at the end, like “-ing” in “walking”). Understanding these morphemes empowers children to tackle more complex vocabulary and spelling.

Developmental Sequence for Teaching Spelling 

Students must learn patterns and rules of phonics in order to grasp spelling knowledge. A structured approach is key to effective spelling instruction. Here’s an example of a  developmental sequence for early literacy learners.

1. Phonemic Awareness Activities

Lay the foundation with phonemic awareness activities. It can be highly effective for children to practice phonemic awareness while learning alphabetical letters. Play rhyming games, isolate sounds in words (“cat” has /c/ /a/ /t/ sounds), and practice blending sounds together to form words (c-a-t = “caaaaat”), while continuing to teach letter-sound correspondences.

2. Short Vowels and CVC Words

Start with introducing short vowel sounds (/a/, /e/, /i/, /o/, /u/) in isolation using clear pronunciation and visual aids. Additionally, ensure students have learned some consonant letters so they can begin creating whole words. Connect each sound to its letter symbol and practice blending sounds to form simple CVC words (consonant-vowel-consonant). Then, move on to segmenting individually-identified sounds in spoken words. Finally, children practice writing these CVC words using the learned sound-symbol connection.

3. Consonant Blends and Digraphs

Once short vowels are learned, introduce consonant blends and digraphs following the same approach: sound introduction, connecting sound to letters, blending and segmenting sounds, and writing practice.

4. Long Vowels and Other Vowel Patterns

As children gain spelling confidence, they become more familiar with long vowel sounds—or various spellings for the same letter, such as “ai” in “rain” and “a_e” in “cake”. They then learn other vowel patterns (/ou/, /ow/, /oi/). The same systematic approach of sound introduction, blending, segmenting, and writing practice is applied.

Spelling Activities to Help Beginners Learn 

Learning to spell should be an engaging and interactive experience! Here are some fun and effective activities for beginner spellers.

Printing and Letter Formation

Fast and accurate printing is a foundational skill for spelling. If a child cannot print a letter quickly and easily, it will be even more difficult to spell an entire word. The more automatic letter formation is, the more cognitive space remains to think about spelling a word. 

Phonics Manipulatives

Provide hands-on learning with letter tiles or magnetic letters. Children can use them to build CVC words, sound out words you dictate, or create their own simple spellings. 

Another common phonics manipulative for spelling instruction is called an  “Elkonin Box”. Each Elkonin box represents one sound in a word. A child can first slide a chip into a box for each sound and then write the letters associated with the sounds. The word ‘fish’ would have 3 Elkonin boxes, one for each sound (not letter): /f/ /i/ /sh/. 

Dictation Activities

Dictation activities are a classic way to strengthen phonemic awareness and early spelling skills. Start by saying individual sounds contained in a simple word (such as /s/… /i/… /t/), then progress to blending sounds and dictating CVC words. As children develop, you can introduce more challenging consonant blends and digraphs.

Interactive Spelling Games and Apps

Try using educational spelling games and apps that align with systematic phonics principles. These can provide a fun and engaging way for children to practice letter-sound relationships, blending sounds, and spelling CVC words, setting a solid foundation for further instruction.

Remember, the key is to make learning fun and engaging. Celebrate your learner’s progress and encourage them to practice what they learn in the world of written language.

Get More Phonics and Spelling Resources for Kids

Building strong spelling skills is a journey. By incorporating systematic phonics instruction with engaging activities, you equip your child with the tools to become confident spellers and successful readers. 

Explore additional resources at Phonics.org and stay tuned as we share more tips on how you can support your child’s spelling development.

Sight Words vs. High-Frequency Words

phonicsorg on May 6, 2024

During phonics instruction, children learn to sound out or “decode” words. With enough practice, decoding turns into sight word recognition. Sight words are defined as any word that can be recognized instantaneously at first sight, without the need to decode it.

High-frequency words are defined as the most commonly occurring words found in texts and books. Some high-frequency words are regular, meaning they follow common phonics patterns. 

Irregular words, however, do not follow common phonics patterns. An example of an irregular high-frequency word is ‘of,’ in which the <f> makes a /v/ sound—which is not a regular phonics pattern. 

The two terms “sight words” and “high-frequency words” are often used incorrectly or interchangeably, which can lead to confusion. It can also lead to ineffective phonics instruction methods. 

What is the real difference between sight words and high-frequency words? Let’s clarify each term so you can master your approach to proper instruction. Keep reading to learn the difference and the relationship between sight words and high-frequency words in children’s literacy development. 

How Does a Word Become a Sight Word?

As children develop sight word recognition, their reading fluency and comprehension improve. Students learn to recognize sight words through the process of orthographic mapping.

  1. Children learn letter-sound correspondences.
  2. Readers use their knowledge of letter-sound correspondences to decode new words.
  3. Each time a student decodes the same word, their brain “maps” the written word to the spoken word and its meaning.
  4. Repeated orthographic mapping of the same word reinforces that word in the child’s memory. 
  5. After so many repetitions, the brain instantly maps words when reading texts.

Once new words are committed to a child’s memory, they can focus their cognitive efforts on comprehending the words rather than stumbling over frequently encountered ones.

What are High-Frequency Words?

As the name implies, high-frequency words are words that appear frequently in written texts. Students encounter them repeatedly as their reading abilities progress. In fact, 100 high-frequency words make up 50% of the words we read and write in English! 

As students encounter frequently-appearing words in their reading materials, their familiarity with the words’ phonetic patterns supports their fluency and accurate reading. Eventually, high-frequency words will become sight words that students can recognize automatically. This is an important goal and milestone in phonics instruction.

How Do Kids Learn to Read Irregular High-Frequency Words

Some irregularly-spelled words appear frequently in texts. These words can be tricky for children to “sound out” using basic phonics rules on their own. Teachers must take a different approach. 

While there is some debate in reading research about how children learn to read irregular words, there are generally two approaches used in instruction. 

  • The “Heart Word Magic” approach focuses on decoding letter sounds, while explicitly pointing out the irregular sound parts that should be memorized “by heart.” 
  • The Paired Associate Learning approach emphasizes word memorization. It pairs the visual word with the pronunciation of that word. However, this is not useful for all words as rote memorization can become a challenge or even a disadvantage for learners. 

Are Sight Words and High-Frequency Words the Same Thing? 

By knowing the difference and the relationship between sight words and high-frequency words, teachers ensure well-rounded phonics instruction. The importance of explicit, systematic phonics instruction cannot be overstated in the context of reading development, no matter which type of words students are learning to decode. Extensive research demonstrates that a strong foundation in systematic phonics is crucial to long-term reading success. 

Phonics Activities to Master High-Frequency Words as Sight Words

What are some effective ways teachers and parents can introduce (and practice) high-frequency words when their child is learning to read? Take a few of these pointers. 

Irregular High-Frequency Words

Teaching irregular words that occur frequently should not be the primary focus of reading instruction. Knowing these words well does play a role in developing fluency and efficiency. Word-reading instruction blends explicit phonics practice with repeated exposure to build automatic word recognition over time. 

Effective strategies for explaining irregular high-frequency words include:

  • Word Builders: Use movable letter tiles or Elkonin boxes to let students sound out new words and explain the irregular portion of the word.
  • Decodable Books: Having students read decodable texts that contain targeted high-frequency words helps with repetition, encouraging them to apply their phonics knowledge while decoding new words. 
  • Break Down Irregular Words: Introduce an irregular word to students (such as “said”). Have them underline the sounds they know, and circle the sounds they don’t know. In this case, /ai/ is likely unfamiliar as the word ‘said’ sounds like it has an /e/ in the middle. Students underline /s/ and /d/ but circle /ai/, and the teacher explains this irregular word in full.

Regular High-Frequency Words

High-frequency words should be taught primarily through explicit, systematic phonics instruction. As students encounter these common words in their reading materials, they should be encouraged to apply their phonics knowledge to decode and analyze the words’ patterns.

Incorporate high-frequency word study into phonics lessons by having students blend the sounds and practice reading and spelling the words in context. Provide decodable texts that contain the high-frequency words being studied, allowing students to reinforce their phonics skills while gaining repeated exposure to these words.

Help Kids Learn to Read Through Phonics

Providing a strong foundation in phonics is crucial for raising skilled and confident readers. This evidence-based approach aligns with the science of reading and sets children on the path to long-term learning and success.

To learn more about implementing accurate, research-based phonics methods in your classroom or home, explore the wealth of resources available at Phonics.org.

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