Jolly Phonics Teacher's Book 207
While most teachers and educational decision-makers recognize this, there may be a tendency in some classrooms, particularly in 1st grade, to allow phonics to become the dominant component, not only in the time devoted to it, but also in the significance attached. It is important not to judge children's reading competence solely on the basis of their phonics skills and not to devalue their interest in books because they cannot decode with complete accuracy. It is also critical for teachers to understand that systematic phonics instruction can be provided in an entertaining, vibrant, and creative manner.
jolly phonics teacher's book 207
Interesting how few programs actually contain systematic phonics though??? It's baffling. To me, the research contained in the article supports systematic and not "hit or miss" phonics based on a teacher's discretion. It's unfortunate that so many kids are qualifying for reading intervention and then many are sent to special ed. Could we eliminate those steps or decrease the numbers of classroom teachers were actually teaching systematic phonics.
Embedded phonics, also known as Incidental phonics, is the type of phonics instruction used in whole language programs. It is not systematic phonics. Although phonics skills are de-emphasised in whole language programs, some teachers include phonics "mini-lessons" when students struggle with words while reading from a book. Short lessons are included based on phonics elements the students are having trouble with, or on a new or difficult phonics pattern that appears in a class reading assignment. The focus on meaning is generally maintained, but the mini-lesson provides some time for focus on individual sounds and the letters that represent them. Embedded phonics is different from other methods because instruction is always in the context of literature rather than in separate lessons about distinct sounds and letters; and skills are taught when an opportunity arises, not systematically.
Then, in 1841 Horace Mann, the Secretary of the Massachusetts Board of Education, advocated for a whole-word method of teaching reading to replace phonics. Rudolf Flesch advocated for a return to phonics in his book Why Johnny Can't Read (1955). The whole-word method received support from Kenneth J. Goodman who wrote an article in 1967 entitled Reading: A psycholinguistic guessing game. Although not supported by scientific studies, the theory became very influential as the whole language method. Since the 1970s some whole language supporters such as Frank Smith, are unyielding in arguing that phonics should be taught little, if at all.
More recently, with the appointment of the academic Jean-Michel Blanquer as minister of education, the ministry created a science educational council chaired by Dehaene. This council openly supported phonics. In April 2018, the minister issued a set of four guiding documents for early teaching of reading and mathematics and a booklet detailing phonics recommendations. Teachers unions and a few educationalists were very critical of his stances, and classified his perspective as "traditionalist", trying to bring the debate to the political sphere. But Blanquer has openly declared that the so-called mixed approach is no serious choice.
According to the PIRLS Encyclopedia, the Ministry of Education does not explicitly recommend one particular reading method over another, however all the accredited textbook series use the "sounding-analyzing method". The European Literacy Policy Network (ELINET) 2016 reports that Hungarian children in grades one and two receive explicit instruction in phonemic awareness and phonics "as the route to decode words". In grades three and four they continue to apply their knowledge of phonics, however the emphasis shifts to the more meaning-focused technical aspects of reading and writing (i.e., vocabulary, types of texts, reading strategies, spelling, punctuation and grammar).
In 1959, a journal report adds more details about how phonics is used. It says otherobservers report that the Russian system in beginning reading is "strictly phonetic". However, there are no separate phonics lessons, drill periods, drill books, exercises or "gadgets" as you might see in typical American schools. Instead, each new letter-sound is introduced at once in meaningful words the children can pronounce as soon as they know the sound of the new letter. There are no "blending" of the sounds, or "crutches" such as equating the sound of /s/ with a snake. Instead, "all learning is by eye and ear in tandem", and the association is formed solely between the printed symbol and its sound. And finally, each lesson makes use of exercises to confirm comprehension.
In 2018 the Arkansas Department of Education, Literacy Support Unit, published a report about their new initiative known as R.I.S.E., Reading Initiative for Student Excellence, that was the result of The Right to Read Act, passed in 2017. The first goal of this initiative is to provide educators with the in-depth knowledge and skills of "the science of reading" and evidence-based instructional strategies. This includes a change of focus to research-based instruction on phonological awareness, phonics, vocabulary, fluency, and comprehension. Specific requirements are that reading instruction be systematic and explicit, and include decoding techniques. Part of the instruction involves the use of a book and study guide entitled Essentials of Assessing, Preventing and Overcoming Reading Difficulties, by David Kilpatrick.