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Phonics and the Research 1. Begin Teaching at an Early Age 2. Teach each sound-spelling explicitly. 3. Teach frequent, highly regular sound-spelling relationships systematically. 4. Show children exactly how to sound out words. 5. Use connected, decodable text as they learn. 6. Use interesting stories to develop language comprehension. 7. Balance, but don't mix. Read the full research How to Teach Children to Read Below are the seven key principles of effective reading instruction identified in the research along with concrete examples of what these principles mean. The examples are taken directly from the research studies. The research findings indicate that to prevent reading problems classroom teachers should do the following: 1. Begin teaching phonemic awareness directly at an early age (kindergarten). Children who are able to recognise individual sounds in words are phonemically aware. Phonemic awareness can be taught with listening and oral reproduction tasks similar to those listed below. When concurrent instruction in sound-spelling relationships occurs, growth in the development of phonemic awareness seems to accelerate. Teachers should initiate instruction in phonemic awareness before beginning instruction in sound-spelling relationships and continue phonemic awareness activities while teaching the sound-spelling relationships. Examples of phonemic awareness tasks Phoneme deletion: What word would be left if the /k/ sound were taken away from cat? Word to word matching: Do pen and pipe begin with the same sound? Blending: What word would we have if you put these sounds together: /s/, /a/, /t/? Sound isolation: What is the first sound in rose? Phoneme counting: How many sound do you hear in the word cake? Deleting phonemes: What sound do you hear in meat that is missing in eat? Odd word out: What word starts with a different sound: bag, nine, beach, bike? Sound to word matching: Is therea /k/ in bike? There is little correlation between developmental stages and phonemic awareness. Every school child is ready for some instruction in phonemic awareness. In fact, if the children who fall behind do not begin receiving explicit teacher-initiated instruction, they are very likely to continue falling further and further behind. Phonemic awareness and other important reading skills are learned and do not develop naturally. The earliest direct interventions have been initiated in kindergarten with very positive results. How preschoolers respond to instruction is a question currently under investigation.

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