The National Reading Panel sought to answer questions about how phonics instruction impacts reading skills. It found that systematic phonics teaching children how letters map to sounds is most effective. Phonics should begin in kindergarten and can be taught whole class, in small groups, or individually. Systematic phonics improves spelling, growth for all SES levels, and helps struggling readers. It determined outcomes in decoding, reading novel words, irregular words, spelling, comprehension, and oral reading.

2. National Reading Panel
 Does teaching phonics systematically help children read
effectively?
 Which phonics instructions are better to use systematically
or no phonics?
 Should the phonics be taught in small groups or
individually?
 When should phonics be introduced?
 How does phonics instruction help struggling readers?
 Phonics instruction beneficial for children who have
difficulty reading?

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

4. How were 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

5. The Answers from the NPR
 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

6.  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

7. 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

8. 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,
For instance: /c/ /a/ /t/
 Teaching long vowels (oi, ea, ou)
 Teaching blends (ch, sh, th)

9. 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

10. Larger unit Phonics
 Some programs uses a larger unit of phonics, which
student analyze blending larger units or subparts of
words
 Teachers use onset rime, phonograms, and spelling
patterns
 For instance: can, fan, van, ran,
 Students identify all the words contain /an/