Phonics Instruction and Assessments: Practical Guidelines for English Teachers
Article Sidebar
Published:
Apr 30, 2022
Keywords:
phonics instruction; phonemic awareness assessment; English teachers
Main Article Content
Abstract
Phonics instruction is a way of teaching reading that emphasizes the learning of letter-sound relationships and their use in reading and spelling. The main focus of phonics instruction is to help beginning readers learn how letters are linked to sounds to form letter-sound correspondences and spelling patterns and to help them learn how to apply this knowledge in their reading. This academic paper presents some basic information about phonics instruction. It is important and useful for English teachers, especially novice teachers, to know how to teach phonics explicitly and systematically. This article also suggests salient instructional information for pre-service and in-service educators in their practices. General information, useful instructional suggestions, and assessments are discussed. Moreover, an additional lesson plan and a descriptive classroom practice are illustrated for clarity.
Article Details
Section
บทความวิชาการ
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Aukerman, R. C. (1981). The basal reader approach to reading. New York: Wiley.
Bear, D. R., Templeton, S., Invernizzi, M., & Johnston, F. (1996). Words their way: Word study for phonics, vocabulary and spelling instruction. Upper Saddle River, NJ: Merrill.
Chall, J. S. (2000). The academic achievement challenge: What really works in the classroom. New York: Guilford Press.
Cunningham, P. M., & Cunningham, J. W. (1992). Making words: Enhancing the invented spelling-decoding connection. The reading Teacher, 46, 106-115.
Dahl, K. L., Sharer, P. L., Lawson, L. L., & Geogran, P. R. (1999). Phonics instruction and student achievement in whole language first-grade classrooms. Reading Research Quarterly, 34, 312-341.
Foorman, B. R., Fletcher, J. M., Francis, D. J., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.
Harris, T., & Hodges, R. (Eds.). (1995). The literacy dictionary. Newark, DE: International Reading Association.
Hiebert , E., Colt, J. M., Catto, S. L., & Gary, E. C. (1992). Reading and writing of first-grade students in a restructured Chapter 1 program. American Educational Research Journal, 29(3), 545-572.
Hurford, D. P., Darrow, L. J., Edwards, T. L., Howerton, C. J., Mote, C. R., Schauf, J. D., & Coffey, P. (1993). An examination of phonemic processing abilities in children during their firs-grade year. Journal of Learning Disabilities, 26(3), 167-177.
Johnston, R. S., & Watson, J. (1997). Developing reading, spelling, and phonemic awareness skills in primary school children. Reading, 31(2), 37-40.
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington DC: National Institute of Child Health and Development (www.nationalreadingpanel.org).
Routman, R. (1996). Literacy at the crossroads. Portsmouth, NH: Heinemann.
Simmons, D. C., & Kameenui, E. J. (1996). A focus on curriculum design: When children fail. Focus on Exceptional Children, 28(7), 1-16.
Smith, S. B., Simmons, D. C., & Kameenui, E. J. (1998). Phonological awareness: Research bases. In D. C. Simmons, & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs: bases and basics (pp. 61-122). Mahwah: Lawrence Erlbaum Associates.
Snow, C. E., Burns, S. M., Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, D. C.: National Academy Press.
Stahl, S. (2001). Teaching phonics and phonological awareness. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp.333-343). New York: Guilford Press.
Stahl, S. A., Suttles, C. W., & Pagnucco, J. R. (1996). The effects of traditional and process literacy instruction on first graders’ reading and writing achievement and orientation toward reading. Journal of Educational Research, 89, 131-144.
Sumbler, K., & Willows, D. (1998). Time management: Monitoring activities in Jolly Phonics and control classrooms. Paper presented at the annual meeting of the National Reading Conference, New Orleans, LA.
Vellutino, F. R., & Scanlon, D. M. (1998). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. In K. E. Stanovich (Ed.), Children’s reading and the development of phonological awareness (pp. 7-119). Detroit, MI: Wayne State University Press.
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., & Small, S. G. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
Aukerman, R. C. (1981). The basal reader approach to reading. New York: Wiley.
Bear, D. R., Templeton, S., Invernizzi, M., & Johnston, F. (1996). Words their way: Word study for phonics, vocabulary and spelling instruction. Upper Saddle River, NJ: Merrill.
Chall, J. S. (2000). The academic achievement challenge: What really works in the classroom. New York: Guilford Press.
Cunningham, P. M., & Cunningham, J. W. (1992). Making words: Enhancing the invented spelling-decoding connection. The reading Teacher, 46, 106-115.
Dahl, K. L., Sharer, P. L., Lawson, L. L., & Geogran, P. R. (1999). Phonics instruction and student achievement in whole language first-grade classrooms. Reading Research Quarterly, 34, 312-341.
Foorman, B. R., Fletcher, J. M., Francis, D. J., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.
Harris, T., & Hodges, R. (Eds.). (1995). The literacy dictionary. Newark, DE: International Reading Association.
Hiebert , E., Colt, J. M., Catto, S. L., & Gary, E. C. (1992). Reading and writing of first-grade students in a restructured Chapter 1 program. American Educational Research Journal, 29(3), 545-572.
Hurford, D. P., Darrow, L. J., Edwards, T. L., Howerton, C. J., Mote, C. R., Schauf, J. D., & Coffey, P. (1993). An examination of phonemic processing abilities in children during their firs-grade year. Journal of Learning Disabilities, 26(3), 167-177.
Johnston, R. S., & Watson, J. (1997). Developing reading, spelling, and phonemic awareness skills in primary school children. Reading, 31(2), 37-40.
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Washington DC: National Institute of Child Health and Development (www.nationalreadingpanel.org).
Routman, R. (1996). Literacy at the crossroads. Portsmouth, NH: Heinemann.
Simmons, D. C., & Kameenui, E. J. (1996). A focus on curriculum design: When children fail. Focus on Exceptional Children, 28(7), 1-16.
Smith, S. B., Simmons, D. C., & Kameenui, E. J. (1998). Phonological awareness: Research bases. In D. C. Simmons, & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs: bases and basics (pp. 61-122). Mahwah: Lawrence Erlbaum Associates.
Snow, C. E., Burns, S. M., Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, D. C.: National Academy Press.
Stahl, S. (2001). Teaching phonics and phonological awareness. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp.333-343). New York: Guilford Press.
Stahl, S. A., Suttles, C. W., & Pagnucco, J. R. (1996). The effects of traditional and process literacy instruction on first graders’ reading and writing achievement and orientation toward reading. Journal of Educational Research, 89, 131-144.
Sumbler, K., & Willows, D. (1998). Time management: Monitoring activities in Jolly Phonics and control classrooms. Paper presented at the annual meeting of the National Reading Conference, New Orleans, LA.
Vellutino, F. R., & Scanlon, D. M. (1998). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. In K. E. Stanovich (Ed.), Children’s reading and the development of phonological awareness (pp. 7-119). Detroit, MI: Wayne State University Press.
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., & Small, S. G. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.