![]() Sequences vary somewhat among phonics programs. While there is no universally agreed upon scope and sequence, any logically ordered sequence begins with the most basic phonics concepts and progresses to more difficult concepts, with new learning building on prior knowledge (Carreker, 2011). ![]() What’s a good phonics scope and sequence? A systematic scope and sequence provides a guide for teaching a progression of these relationships. However, approximately 84% of English words are phonetically regular, and teaching the most common sound-letter relationships is useful for readers (Hanna et al., 1966). English spelling can sometimes seem confusing because there are several ways to spell certain sounds. Teachers follow a scope and sequence, as opposed to implicit phonics instruction that addresses phonics as it comes up in text. Systematic phonics instruction follows a sequential and planned set of phonics elements that gradually builds from base elements to more subtle and complex structures. There is a significant body of research that finds the most effective type of phonics instruction to be explicit and systematic, especially for children who are at risk of reading difficulties (Adams, 1990 Chall, 1996 Lyon, 1998 National Reading Panel, 2000). ![]() Phonics is not a “program” - there are multiple ways to teach it. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words and to begin to read with fluency. Phonics instruction teaches how the 26 letters of the English alphabet represent the 44 sounds (phonemes) in spoken English. Phonics instruction helps children use the alphabetic principle to learn the relationship between the letters of written language and the sounds of spoken language. When students understand the alphabetic principle, they have graphophonemic awareness. ![]() The a lphabetic principle is at the heart of phonics instruction - the concept that letters and letter patterns represent the sounds of spoken language. Once students know a few consonants and vowels, they can begin to apply their letter-sound knowledge to read words in isolation or connected text and spell words. The guide notes that to effectively decode (read words) and encode (spell words), students must be able to identify individual sounds in words, name the letters of the alphabet, and identify each letter’s corresponding sounds. The Institute of Education Science research guide “Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade” (Foorman et al., 2016) identifies phonics as a necessary component of early reading instruction. Phonics is one of the five components of reading identified in the National Reading Panel report (2000) and one of the major reading foundations standards found in the Common Core and similar state-specific literacy standards for kindergarten through grade 5. ![]()
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