The research article shows the effects and comparison of two systematic methods of phonics instruction for children with significant cognitive disability.

This article reviews the building blocks for teaching children how to read through research and evidenced based practices.

The International Literacy Association provides this document on early literacy phonics instruction. It reviews explicit and systematic phonics instruction, key characteristics of effective phonics instruction, and common causes of phonics instructional failure.

This document reviews some of the research findings that highlight the challenges with phonics knowledge and reading fluency attainment. It also discusses how structured phonics is the most effective reading curriculum for ensuring students acquire knowledge of the letter-sound correspondences that are fundamental to becoming successful readers. Finally, there is information on several reading programs that exemplify the elements of a program allowing students to acquire the requisite phonics knowledge critical to fluent reading with comprehension.

On this page, there is a primary focus of phonics instruction to help beginning readers understand how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns, which help them learn how to apply this knowledge in their reading. There is also a review of phonics instructional methods and approaches, as well as research finding on phonics.

Throughout this article there is a lot of research documenting the key findings from the scientific research on phonics instruction which include following conclusions of particular interest and value to classroom teachers. There is also a review of systematic and explicit phonics instruction used in a variety of areas.

This website provides you with information on how to understand phonics. They provide a breakdown of what phonics is, why phonics instruction is important, how you should structure phonics instruction, as well as how it is different from phonemic awareness.

This website discusses the key concepts of phonics which are broken down into implicit and explicit instruction. There is also information provided on the progression of phonics skills, as well as the read natural programs for teaching phonics properly.

The International Literacy Association created this document to provide educators with a guide on phonics Instruction. Throughout this document there is a review on what phonics is, why it is so important, when students are ready to learn it, as well as how it should be taught in a school system.

This is the Orton Gillingham training manual. Throughout this manual, you will learn all about reading science, language development, phonology, speech sounds, orthography, phonics, vowels, and much more.

The Reading Horizons website provides information on phonics as a critical foundation for reading success. There is a discussion on teaching phonics, the best way to phonics, teaching sound and letter correspondence using multisensory dictation, combining letters to create written slides and written words, and teaching our marking system. There are also a few YouTube videos provided, as well as a free decoding resource kit.

This website provides information on phonics and how it is a method of teaching that has been debated for several decades and how it has recently come back to the forefront of public debate. There is also a review of what phonics is and then a breakdown of its moving parts. Finally, there is a discussion on why it is so important and if it really will improve reading.

This resource details an effective method to help students understand the often confusing relationship between phonemes (sounds we hear in words) and graphemes (letters representing those sounds). Students who have difficulty transferring phonological awareness to print will learn to map words while diagramming the letter/sound relationship. Simply enter in your information and download the sample lessons.

If there is one thing Orton-Gillingham teachers can never have enough of, it is decodable text. Finding books that are highly decodable, engaging for our students and suitable for a wide variety of ages is challenging. Differences in scopes and sequences further complicate matters. However, there are some resources that educators turn to again and again because of their appeal to kids and the success with students using them. If you are seeking collections of decodable books or reading passages with decodable text, this post has a large compiled list just for you!

The Reading League has compiled a list of decodable text sources that are accessible through this site. They have the texts broken up into what is best suited for young readers, older readers, teens and adults, as well as all readers.

Learning to read and spell English may seem very difficult because there doesn’t appear to be any consistent patterns or “rules.” But in English, there actually are several more phonics “rules” than are normally taught in school. With them, our language becomes more logical and much easier to master. For example, what do the letter combinations: “ck,” “tch,” and “dge” have in common? For the answer, look at generalizations 3-5 on this download.

In this paper, there is a brief review of some of the research findings that highlight the challenges with phonics knowledge and reading fluency attainment. Then there is a case that structured phonics is the most effective reading curriculum for ensuring students acquire knowledge of the letter-sound correspondences that are fundamental to becoming successful readers. Finally, there is a review of several reading programs that exemplify the elements of a program allowing students to acquire the requisite phonics knowledge critical to fluent reading with comprehension.

This website provides FREE information using the dyslexia method to connect the dots and make sense of reading and spelling for ALL students.

This complimentary set of Diagnostic Decoding Surveys includes two informal diagnostic tools designed to quickly pinpoint decoding weaknesses in students of almost any age. The Diagnostic Decoding Surveys enable one-on-one assessment of phonics skills for struggling readers from the middle of first grade through adulthood. The surveys are efficient and easy to administer. For students with decoding weaknesses, the surveys can be used to identify which skills have already been mastered and which are weak.

This document is a spelling inventory that is used to determine a starting point for interventions. Included is the general directions for administering the Words Their Way Inventories, the Spelling Inventories, how to interpret results, as well as the Classroom Composite and Spelling-by-Stage Classroom Organization Chart.

Ms. Johnson and Ms. Sojewicz, both Reading Coaches from the Reading League, discuss the basics of words and phonetics in a 30-minute video. They provide a lot of different practice sessions for students, as well as strategies to help better prepare early readers on their literacy journey.

This website provides a FREE downloadable e-book which is intended to provide an overview of the basics of phonetic-based decoding instruction. This e-book is a guide that will distill the key background and points of knowledge about reading instruction down into something that could be read in less than an hour.

This is a seven year longitudinal study of the effectiveness of a synthetic phonics programme in teaching reading and spelling. Around 300 children in Primary 1 were divided into three groups and at the end of the programme, the synthetic phonics taught group were reading and spelling 7 months ahead of chronological age. They read words around 7 months ahead of the other two groups, and were 8 to 9 months ahead in spelling. Click on the link to learn more about the results of this study.

This padlet provides free decodable text resources to support effective implementation. There are tons of books, texts, passages, and resources available for use.

This report examines a program widely used in schools: Units of Study from the Teachers College Reading & Writing Project. Seven literacy experts conducted independent reviews of the program focused on their individual areas of expertise: phonics and fluency, text complexity, building knowledge and vocabulary, and English learner supports. Each of the reviews is a detailed, research-based discussion of how the components, features, and structures of Units of Study compare to what is called for by existing research on literacy instruction.

The author of this article, Erica Meitzer, discusses the 10 reasons the three-cueing system (MSV) is ineffective. Throughout this article she reviews all of the major issues in using it and how it can affect teaching reading.

This article lists 5 reasons why teachers should use decodable text with students and how it can aid literacy skills.

In this video, there is a discussion on phonics instruction. The speaker shares what worked best with an intervention group last year and the format that was used. Time to get ready to tackle phonics again because the start of the school year will be here before we know it!

This lesson is brought to you by a Reading and Learning Specialist at a private school in New York City. In this video, she focuses on what phonics is and how it used in education.

This video provides an introduction to teaching phonemic awareness utilizing the LIPS program.

Emily Tonti, a K intervention teacher in Hamilton Local Schools in OH is working with a very bright child with a severe phonological processing problem (dyslexia). The child has difficulty learning and remember her sounds and letters. Emily is using a combination of See the Sound/Visual Phonics and Orton Gillingham strategies to help her learn the diphthong/oi/. Watch the video to see how Emily works with the student.