Sound System: Explicit, Systematic Phonics in Early Literacy Contexts
Anna Lyon & Paula Moore
How to teach phonics to young children is one of the most vexing and complex issues for teachers today. Teachers know that commercial phonics programmes do not meet the needs of all children. At the same time, some teachers avoid explicit instruction in phonics because they lack the know-how and others may struggle to find time to add more to a full school day.
This resource strikes a balance between the rigidity of commercial programmes and leaving phonics learning to chance. Written by teachers with extensive experience at primary level, it combines a rich research base with a wealth of practical materials, from assessment protocols to sample lessons taking you step-by-step through the process of assessing pupils, analysing phonetic skills and tailoring instruction to individual, small-group and whole-class needs.
Sound Systems provides practical teacher- and child-friendly assessment tools, and describes how teachers can use ongoing records of reading and writing to assess knowledge of phonics, and provides additional assessment tools that can be used to gain additional information about children's phonics knowledge. Sound Systems features separate sections on phonics instruction in nursery, reception, and primary classrooms, detailing how instructional needs in phonics change over time as pupils acquire new skills throughout the primary years.
Many books, research reports, and mandates emphasise the importance of teaching phonics well. Yet few resources exist that show teachers how to design and use a systematic phonics programme with young children. Sound Systems bridges the gap between the cry for systematic phonics instruction and developmental research that supports instruction geared to individual needs.
Part I: Research on Phonics; Some Clues from Research to Guide Phonics Curriculum, Assessment, and Instruction; A Developmental Perspective on Phonics Curriculum; Part II: Systematic Assessment and Record Keeping; Phonics Assessments in Reading; Phonics Assessments in Writing; Making It Systematic: Keeping Records; Part III: Explicit, Systematic Phonics Instruction; Instructional Methods; Instruction at the Prephonemic Stage; Instruction at the Emergent Stage; Instruction at the Early Stage; Instruction at the Transitional Stage; A Summary of Principles; Appendixes; References; Index
2002 176pp paperback