In Part 1 of 2 we discussed the importance of phonemic awareness, phonics and reading specialists. In Part 2, we’ll focus on teaching strategies and recommendations for action. As in Part 1, the quotations come from the National Institute for Literacy’s publication, What Content-Area Teachers Should Know About Adolescent Literacy. You can download it from www.nifl.gov.
Teaching Strategies
“Research on phonics indicates that certain phonics instructional strategies improve the reading abilities of both younger and older readers” (p. 6). Read more...
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He’ll probably need to master phonics and other decoding skills, but first he’ll need an evaluation from a reading specialist. The evaluation should include diagnostic teaching and observations of him in several classes. Probably, he’ll need intensive instruction from the specialist. It’s unlikely that his content-area teachers, such as his history and science teachers, have the expertise, time, or opportunity to provide the core of his reading instruction.
To help you understand your child’s problems of sounding-out words, and to get him the services he needs, we’ve listed several quotations from the National Institute for Literacy’s guide, What Content-Area Teachers Should Know About Adolescent Literacy. We’ve also commented on several of these. Read more...
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If your child struggles to recognize words, should he memorize the “rules” of phonics? Generally, no. Here’s why.
Many of the “rules” of phonics are not rules, but overgeneralizations. The number of exceptions makes them highly fickle, highly unreliable. Often, they don’t work; they confuse children with reading disabilities. That’s why we put quotation marks around the word “rules” and why it’s often better to teach children with reading disabilities how to pronounce common spelling patterns. Read more...
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Many myths surround phonemic awareness and phonics. These myths hurt children, especially children at risk for or with reading disabilities. By understanding the better scholarship about phonemic awareness and phonics, you may be able to protect children from harm.
The quotations below summarize much of the better scholarship. If you’re involved in making decisions about phonemic awareness or phonics, we suggest that you study these quotations, review the sources, and, if appropriate, share these quotations with others. Read more...
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