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From Nevada Reading First
Intensify Your Teaching
This weeks topic is: Intensifying Phonics and Spelling Instruction.
The National Institute for Literacy provides us with the following definition: Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. It teaches children to use these relationships to use and write words. The goal of phonics instruction is to help children learn and use the alphabetic principle - the understanding that there are systematic and predictable relationships between written letters and spoken sounds. Knowing these relationships helps early readers recognize familiar words accurately and automatically and "decode" new words. In short, knowledge of the alphabetic principle contributes greatly to the ability to read words in isolation and in connected text.
Teachers should keep the following in mind to hone their phonics instruction skills:
Show children exactly how to sound out words. After children have learned two or three sound-spelling correspondences, begin teaching them how to blend the sounds into words. Show them how to move sequentially from left to right through spellings as they say the sound for each spelling. Practice blending words composed of only the sound-spelling relationships the children have learned every day.
Phonics instruction should be explicit. A good phonics lesson might proceed thusly: When teaching the letter s you would say, The letter s stands for the /s/ sound as in sat. Clearly pronounce the sound, then write the spelling on the board. Have students chorally say the sound as you point to the spelling. Guided opportunities for blending should be provided by writing a series of words containing the new sound-spelling on the board, modeling how to blend the sounds together to read the words, then following up with guided and independent reading practice in appropriately leveled text that contains words with the new sound-spelling.
Repeated reading of text is essential. Provide LOADS of decodable text-reading practice as students need multiple opportunities to read easy texts that contain many words with newly taught sound-spellings. Only decodable text provides children a context for applying their new knowledge of sound-spelling relationships in the context of real reading.
The greatest gains occur when explicit phonics instruction moves into teaching sound-spelling relationships concurrently with instruction in phonemic awareness. (Foorman, Francis, Beerly, Winikates, & Fletcher, in press.) In other words, teachers should initiate instruction in phonemic awareness before beginning instruction in sound-spelling relationships and continue phonemic awareness activities while teaching the sound-spelling relationships.
Dont expect them to guess! Phonemes must be separated from words for instruction. Telling the children explicitly what single sound a given letter or letter combination makes is more effective in preventing reading problems than encouraging the child to figure out the sounds for the letters by giving clues. Many children have difficulty figuring out the individual sound-spelling correspondences if they hear them only in the context of words and word parts
Teach frequent, highly regular sound-spelling relationships systematically. Only 40-50 sound-spelling relationships are necessary to read well. (See a table of these most frequently encountered sound-spelling relationships at: http://www.nrrf.org/synthesis_research.htm)
Use interesting stories to develop language comprehension. Teachers sometimes think that the recommendation to use decodable text limits a childs vocabulary learning and higher order comprehension skills because of its limitations on what words can be used. Teacher-read stories can play an important role in building the childs oral language comprehension, which ultimately affects their reading comprehension. Balance both types of text, but dont mix them. Teachers should not try to teach sound-spelling relationships in the context of other literature (embedded phonics) that was not designed for that purpose. Decodable text can be meaningful and engaging, but alone, it will not build childrens comprehension skills or teach them new vocabulary to the extent necessary.
Remember, phonics instruction is not an entire reading program for beginning readers. Children should also be solidifying their knowledge of the alphabet, engaging in phonemic awareness activities, and listening to stories and informational texts read aloud to them. They should also be reading texts and writing letters, words, messages, and stories.
Consider the validity of some traditional spelling practices. Traditionally, teachers have used two routine spelling practices with children: have children write each word multiple times and use each word in a sentence. If teachers expect children to write their spelling words multiple times, they must be mindful of the number of repetitions. For instance, two or three repetitions might be effective, but writing each word ten times does not result in more impressive spelling. Rather, students mindlessly write their words often using a first letter for each repetition and then writing the second letter and so on. They are not engaged in this task, and they do not pay attention to the spelling of words, rather they focus on getting done. Having students write their spelling words in sentences is also tricky. Often students write simple sentences like I saw a road. While teachers are expecting that students learn the meaning of a word in addition to its spelling, the sentences rarely lead to meaning. It would be better for students to engage in word sorting activities for spelling and other activities for vocabulary development.
The most likely candidate for building spelling competence is reading and writing. Stephen Krashen states that this conjecture is supported by studies showing that each time readers read a passage containing words they cannot spell, they make a small amount of progress in acquiring the correct spelling. Spelling also develops when students are expected to write. When students need words to express their thoughts in writing, spelling becomes important as does the word wall to support spelling of highly frequent words.
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