What teachers teaching phonics need…

Although it is not necessary to understand that a word is irregular to be able to pronounce it, the same is not true when it comes to clear, direct, teaching of reading and writing skills. In order to implement synthetic phonics programs, teachers must be able to recognize words that can be successfully decoded (e.g., “dog”) from those that cannot (e.g.,“one”). But unfortunately, classroom observations have revealed that teachers frequently give children frustrating instructions by asking them to “sound out” words that are, at least partially, irregular (Spear-Swerling & Brucker 2004).”

Ref: Megan Ladd & Sandra Martin-Chang & Kyle Levesque (2011) ‘Parents’ reading-related knowledge and children’s reading acquisition’ Ann. of Dyslexia (np – online first copy)

Reference is to: Spear-Swerling, L., & Brucker, P. O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54(2), 332–359.


About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
This entry was posted in early years education, Images of Parent Child and Expert, Literate Contexts, Understanding literacy and tagged , , , , , , , , . Bookmark the permalink.

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