Systematic, explicit phonics instruction:
What Is Explicit Phonics Instruction? Explicit phonics, part of the structured literacy approach, also referred to as synthetic phonics, builds from part to whole. … Next, explicit phonics teaches blending and building, beginning with blending the sounds into syllables and then into words.
Explicit phonics instruction involves teaching children phonics by clearly explaining the skills they are learning. In contrast, implicit phonics instruction involves teaching children phonics through exposure to language instead of through teaching explicit rules.
That’s what explicit phonics means—that we start with the simplest sound in a word and then build out from there – from patterns to syllables and then the whole word. Explicit phonics is a key component in the broader structured literacy approach.
Systematic and explicit phonics instruction significantly improves children’s reading comprehension. Systematic phonics instruction results in better growth in children’s ability to comprehend what they read than non-systematic or no phonics instruction.
Phonics instruction should be explicit and systematic. It is explicit in that sound-spelling relationships are directly taught. Students are told, for example, that the letter s stands for the /s/ sound. It is systematic in that it follows a scope and sequence that allows children to form and read words early on.
There are two main types of phonics instruction: Implicit and Explicit. Explicit phonics, also referred to as synthetic phonics, builds from part to whole. It begins with the instruction of the letters (graphemes) with their associated sounds (phonemes).
It has been proven that Explicit phonics is the most effective type of phonics instruction and really helps those struggling readers.
Instruction is across the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Explicit Instruction: Explicit instruction involves direct explanation. Concepts are clearly explained and skills are clearly modeled, without vagueness or ambiguity (Carnine, 2006).
The term “phonics” is often used interchangeably with the term “phonetics” – but each term is different. Phonics is used to describe a method of reading instruction for school children and is sometimes considered a simplified form of phonetics. Yet phonetics is actually the scientific study of speech sounds.
Non-systematic programs of phonics instruction
Basal reading programs that focus on whole-word or meaning-based activities. These programs pay only limited attention to letter-sound relationships and provide little or no instruction in how to blend letters to pronounce words.
Traditional phonics is synthetic phonics: It starts with letters, not with words. Students first learn one sound for each consonant and the short sound of each vowel in order to build (synthesize) words. The sounds the letters represent are taught in isolation before blending and reading begin.
Phonics. Phonics is the relationship between sounds (phonemes) and the letter combinations (graphemes) that represent those sounds. In phonics-based instruction, the goal is to teach children to read and write the most common sound-spelling relationships so that they can easily sound out words.
For example if your child is reading and spelling well, and simply needs fluency practice, I feel it is ok to stop phonics, and continue with other spelling instruction. Another example is if your goal for phonics was simply to get the child started with reading, and they caught on quickly, then I say it is ok to stop.
In other words, letters and sounds are taught first. Then letters are combined to make words and finally words are used to construct sentences. To make things easier for you, we have detailed the process in eight easy to understand steps.
During explicit instruction, the teachers much explain when, why, and how the strategies are used, so that students will learn how to use the strategies independently. In direct contrast, implicit instruction does not clearly explain what is being learned.
By implicit instruction, we refer to teaching where the instructor does not outline such goals or make such explanations overtly, but rather simply presents the information or problem to the student and allows the student to make their own conclusions and create their own conceptual structures and assimilate the …
Moreover, instruction in phonological awareness is beneficial for most children and seems to be critical for others, but the degree of explicitness and the systematic nature of instruction may need to vary according to the learner’s skills (Smith, Simmons, & Kameenui, 1998), especially for students at risk for reading …
English has 20 vowel sounds. Short vowels in the IPA are /ɪ/-pit, /e/-pet, /æ/-pat, /ʌ/-cut, /ʊ/-put, /ɒ/-dog, /ə/-about. Long vowels in the IPA are /i:/-week, /ɑ:/-hard,/ɔ:/-fork,/ɜ:/-heard, /u:/-boot.
The digraph can be made up of vowels or consonants. A trigraph is a single sound that is represented by three letters. Consonant digraphs are taught in Reception.