Johnson. 10 Essential Instructional Elements for Students With Reading Difficulties by Andrew P. Johnson

Author:Andrew P. Johnson
Language: eng
Format: epub
Published: 2015-10-13T15:06:58.213000+00:00

Systematic Phonics Instruction

Phonics instruction should be systematic (Erickson, Hanser, Hatch, & Sanders, 2009; Houston, Al Otaiba, & Torgesen, 2006). However, systematic phonics instruction does not mean that you have to follow a rigid plan where all students are taught the same skills in the same way and in the same, prescribed order. Instead, systematic means that you have some sort of plan for addressing common letter-sound associations such as consonants, consonant blends, vowels, and word families. You can use a basic scope and sequence chart to give you a sense of what skills to teach (see Figure 10.1); however, the best scope and sequence chart is your students. Watch and listen to them as they read. See what skills they need and teach them these skills explicitly.

In general, it is best to start with letter sounds focusing on beginning consonants and vowel sounds. Gradually move into beginning consonant blends and then the common word families. As far as vowel diagraphs, diphthongs, the schwa sound, and r-controlled vowel sounds go, they are too inconsistent and infrequent to spend a lot of time with them. I will say this again, skillful readers use minimal-letter cues when identifying words. It makes sense then that phonics instruction be as minimal as possible.

Figure 10.1 Common Scope and Sequence Chart

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