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Guidelines for Meaningful Phonics
Instruction
Priscilla L. GriffithUniversity of Oklahoma
Myths and Truths about Phonics Instruction Phonics is a solution for all reading
problems. MYTH Phonics ignores meaning. MYTH Phonics is synonymous with
beginning reading instruction. MYTH
Phonics is an approach to word study that focuses on the relationship between spelling patterns and sound patterns. TRUTH
Goal of Phonics Instruction Get to the meaning Determine a likely pronunciation Make the leap to a known word
that contributes to the meaning of the passage being read
Examples The case of “what.” The case of “compass.”
Achieving the Goal: When? By the end of Grade 2 most
children will have sufficient knowledge of letter-sound relationships.
Beyond Grade 2 instruction focuses more on how the spelling of a word reveals its meaning.
“Stretching phonics instruction out too long, or spending time on teaching the arcane aspects of phonics – the schwa, the silent K, assigning accent to polysyllabic words – is at best a waste of time.” (Stahl, 1992)
-ed: /t/, /d/, /id/
I like to play Chutes and Ladders.Yesterday I played Chutes and Ladders
with my friend.
playplayed
Achieving the Goal: How Much? According to Stahl (1992), phonics
instruction should take up no more than 25% (and possibly less) of the total reading instruction time in the classroom.
The majority of classroom reading instruction should focus on reading connected text.
Achieving the Goal: What? Developing the alphabetic principle
– understanding the relationship between spoken and written language (The case of “ox.”) Letters Sounds Intent Data
Expanding meaning vocabulary Understanding the goal of reading Focusing on patterns
Common spelling patterns (e.g., CVC, CVCe)
Common spellings across words (e.g., 500 words can be generated from 37 rimes)
Writing
Phases of Word Learning Ehri, 1994; Ehri & McCormick,
2004Pre-alphabetic
Partial-alphabeticFull-alphabeticOrthographic
Automatic
Meaningful Phonics Instruction
LEARNING OCCURSWORDS S
IMULTANEOUSLY
TEXT STRUCTURES
PRINT CONCEPT
MEANING VOCABULARY
COMPREHENSIONSTRATEGIES
Meaningful Phonics Instruction Pre-Alphabetic
Beginning readers select non-phonemic visual characteristics to remember words.
Writing includes mock letters and random letters with no relation to sound structure of the word.
Teacher read-alouds from texts that play with language through rhyme, alliteration, or assonance.
Discuss word meanings. Alphabet books Language experience Shared reading with enlarged text
to model print concepts.
Shared writing in which teacher models the alphabetic principle
Opportunities to incorporate writing while visiting centers
Writing using invented spelling
Meaningful Phonics Instruction Partial-Alphabetic
Beginning readers use some letters and context to guess the identity of unfamiliar words.
Vowel sounds are rarely represented in invented spellings.
Continue pre-alphabetic practices. Shared reading from patterned
texts. Print studies of patterned texts. Begin explicit instruction in letter-
sound correspondences. Use Elkonin boxes to examine
spellings of known words.
Rubberband words. Manipulate the onset of common rimes
(e.g., bat/hat/cat/fat/rat). Teach mnemonics to help with reversals
of visually similar letters. Introduce interactive writing during
which the teacher and student share the pen.
Sort pictures by initial or final sounds.
Meaningful Phonics Instruction Full-alphabetic
The beginning reader has a working knowledge of letter-sound correspondences that enables him/her to decode many unfamiliar words.
Vowel sounds are represented in invented spellings.
Continue teacher read-alouds; shared and interactive writing; explicit instruction in letter-sound correspondences; and discussions of word meanings.
Provide instruction in orthographic patterns, e.g., CVC, CVCe
Sort words by focusing on common spellings across words.
Sort word families by sound: bat/bet Manipulate letters and read newly formed
words: bat/bet/bit or bat/bad/back Making words activities. Introduce common inflectional endings: -s,
-ed, -ing Much practice reading connected text
at independent and instructional levels.
Meaningful Phonics Instruction Orthographic
The reader uses multi-level units to read words.
Continue word sorts. Study affixes and common roots. Continue reading connected
text at independent and instructional levels.
Phonics interacts with knowledge of word
meanings and context to help readers get to
meaning.