A Response to the National Reading Panel's Report on Phonics Instruction

1. Phonics
Instruction
Response to the National Reading Panel’s Report
on Phonics Instruction
Heather Porto & Aranita Davis

2. What is Phonics?
The research used in the NRP’s Whether phonics instruction is
report overwhelmingly states taught through whole language
the importance of using or more explicit phonics, the
systematic phonics instruction important factor to remember is
in order to gain the alphabetic that good reading instruction
principle to decode new words includes some form of decoding
efficiently and accurately practice (Stahl et al., 1998).
(NICHD, 2000).
Phonics is the method of instruction that teaches the systematic
relationship between letters and combinations of letters in written
language as well as how to use this understanding to read and write
words (Honig, Diamond, & Gulohn, 2008).

3. What is Good Phonics
Instruction?
According to research done by Steven Stahl et al. (1998), good phonics instruction must
include the following:
1. Good phonics instruction develops understanding of the alphabetic
principle.
2. Good phonics instruction develops phonological awareness.
3. Good phonics instruction provides a thorough grounding in letters.
4. Good phonics instruction leads to automatic word recognition.
5. Good phonics instruction is part of a well-balanced reading program.

4. Approaches to Phonics
Instruction
There is more than one approach to teaching phonics. The most common are described
below (Honig, Diamond, & Gulohn, 2008).
Synthetic Phonics
According to Honig, Diamond, & Gulohn (2008), “In this systematic and explicit approach,
students learn how to transform letters and letter combinations into sounds and then blend
(synthesize) the sounds together to form recognizable words.”
Analogy Phonics
The focus on the analogy approach to phonics is on the familiar rimes seen in words as well as
how to identify unfamiliar words using the same rime. They decode the unfamiliar word by
identifying the familiar rime then blending with the onset (Honig, Diamond, & Gulohn, 2008).
Analytic Phonics
According to Honig, Diamond, & Gulohn (2008), “In this approach, instruction begins with the
identification of a familiar word. The teacher then introduces a particular sound/spelling
relationship within that familiar word.” EX: mat, fat, bag [same vowel sound]
Embedded Phonics
This approach is similar to the whole language approach in which instruction is embedded in the
authentic reading and writing the children are participating in. Phonics instruction is very
informal.

5. Synthetic
phonics
Below is an example of a synthetic phonics lesson (9:09) focused on explicitly teaching
the identification of letters and letter combinations as sounds, and the process of
blending those sounds into words.
http://www.wiki-teacher.com/resourceView.php?id=5306
*Important Note: Free account might be necessary to view this video.

6. Synthetic Programs:
Emphasizes teaching student to convert letters into
sounds, and then blend the sounds to form
recognizable words
Sounds are pronounced by each letter:
Example: /c/a//t/
Teaching long vowels (oi, ea, ou)
Teaching blends (ch, sh, th)

7. The problem using
synthetic programs:
Learning vowels and diagraphs are harder for children.
Children need practice to apply the knowledge of reading
and writing activities.
Programs should provide a variety of ways to practice
phonics application.

8. National Reading
Panel Questions
1. Does teaching phonics systematically help children read effectively?
2. Which phonics instructions are better to use – systematically or no phonics?
3. Should the phonics be taught in small group or individually?
4. When should phonics be introduced?
5. How does phonics instruction help struggling readers?
6. Is phonics instruction beneficial for children who have difficulty reading?

9. National Reading
Panel Questions
7. Does phonics instruction improve children’s reading
comprehension and word reading skills?
8. Does phonics instruction have an impact on children’s
growth?
9. Is it effective with student’s from different SES levels?
10. Were the studies that took place in larger areas contain a well
designed phonics program?

10. How Were the
Results Determined?
By the end of the year after using the phonics program
the effects of outcomes were measured on six
types:
1. Decoding regularly spelled real words
2. Reading novel words in the form of psueudowords
3. Regularly miscellaneous words some of which were
irregular words
4. Spelling Words
5. Comprehending text read silently or orally
6. Reading text accurately aloud

11. Findings of the
National Reading
Panel:
Systematic and Explicit Phonics Instruction:
Significantly improves students reading in Kindergarten and First Grade
Significantly improves the students ability to understand [comprehend] what
they are reading
Benefits all students
Can assist in preventing reading difficulties
Benefits those students who struggle learning to read
(Honig, Diamond, & Gulohn, 2008)

12. Continued Findings of
the National Reading
Panel:
All phonics should be taught systematically!
Students can be taught phonics using whole class
approach, small groups, or individually as long
as students used were taught using a systematic
approach.
Phonics instruction should begin in kindergarten,
rather than waiting until first grade.
Phonics instruction helps students who are at risk
of having reading problems.

13. Continued Findings of
the National Reading
Panel:
Systematic phonics improved students Spelling ability
by 67%.
Systematic phonics found to help first grade students
but had shown very little difference amongst older
students.
Systematic phonics help make growth in students
from all SES backgrounds.
The control group included all types of phonics
programs: basal approaches, regular curriculum,
whole word programs, and miscellaneous
programs.

14. Past Research
Research Study on
Phonics Instruction
Researched Study: According to a study completed and analyzed by
Blachman et al. (1999), a group of inner-city, low-income children in K-1 took
place in a research study for two years.
Process: The students began this program in kindergarten using a phonemic
awareness program. They transitioned into first grade in which they
experienced a more explicit, systematic phonics instruction.
Findings: Based upon their findings, these students greatly benefited from
more explicit, systematic phonics instruction. At the end of the study, the
students who participated in the phonemic awareness and explicit, systematic
phonics instruction outperformed those who did not participate in these
programs focused on spelling, letter name, letter sound knowledge, and word
recognition (Blachman et al., 1999).

15. Past Research
Research Study on
Phonics Instruction
Researched Study: According to a study by Bond, Ross, Smith, & Nunnery
(1995), the sing, spell, read and write program was analyzed to determine the
effects on reading achievement of beginning readers.
Process: The “Sing, Spell, Read and Write” program was designed for teaching
reading for grades K through 3rd. The study analyzed the effects of the program
in a large school district. These schools were also divided by the socioeconomic
status, and were compared to other schools on the basis of socioeconomic
status, race, and testing scores (Bond, Ross, Smith, & Nunnery, 1995).
Findings: Based upon their findings, the study found that those students who
participated in the SSRW showed some growth over the basal approach for
teaching phonics. Once the language became more complex; however, SSRW
was not as effective.

16. Past Research
Whole Language
Approach vs. Direct
Instruction of Phonics
Whole Language Approach Explicit, Systematic Phonics
Approach
According to Dahl et al. (1999), “…the
whole language advocates view phonics A systematic, explicit phonics
as one of the cueing systems that instruction focuses on the individual
children use, along with the syntactic, sounds in words as well as blending
semantic, and pragmatic information, those sounds into word pronunciations.
during reading and writing.” The This approach is very different than
Whole Language Approach emphasizes whole language as whole language
the application strategy in reading and often approaches phonics instruction
writing (Dahl et al., 1999). This informally, or as it arises. Explicit
approach is similar, if not identical, to phonics instruction has a clear goal and
the embedded phonics approach. purpose in mind for the learning
objectives.

17. For Future Growth
in Phonics-
Determine what parts of the systematic program is
essential.
Using the phonics to that will motivate the students to
learn, instead of giving meaningless worksheets.
Decodable text help students establish the relationships
taught during phonics.