Phonics Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships

Autor/inn/en	Duke, Nell K.; Mesmer, Heidi Anne E.
Titel	Phonics Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships
Quelle	In: American Educator, 42 (2019) 4, S.12-16 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Phonics; Phoneme Grapheme Correspondence; Alphabets; Reading Instruction; Reading Skills + Suchen Sie Ihr Suchwort? Buchstabenschrift; Leseunterricht; Reading skill; Lesefertigkeit
Abstract	The need to explicitly teach letter-sound relationships in U.S. classrooms is settled science. However, too often such instruction is not provided in the most efficient or effective way. These instructional missteps mean that fewer children will develop strong word-reading skills. In addition, ineffective phonics instruction is likely to require more class time and/or later compensatory intervention, taking time away from the growth of other important contributors to literacy development. The authors have encountered many dozens, if not hundreds, of phonics faux pas. This article discusses the following seven common missteps in phonics instruction and how to correct them: (1) spending too little or too much time on phonics instruction; (2) neglecting the alphabetic principle, concept of word in print, and other concepts of print; (3) teaching letter names without letter sounds; (4) using inappropriate alphabet key words; (5) lacking a scope and sequence; (6) using a problematic approach to teaching sight words; and (7) missing essential elements of phonics instruction. (ERIC).
Anmerkungen	American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01