Teaching children to read is usually done with success by our school system. However, there are many children who learn at a different level, and require extra attention. Specifically, these children have trouble connecting the relationship between sounds we hear in words, to the letters that represent them on paper. The National Institute of Child Health & Human Development (NICHD) has done significant research in this area and has discovered that 90 to 95 percent of reading impaired children can achieve reading goals if they receive treatment at early ages, before they reach third grade. The recommendation is that children be taught explicit phonics in a direct manner in combination with whole language instruction.

Phonics can be summarized by asserting that there are 26 letters used to symbolize 44 speech sounds. Educators know that we all have a natural awareness of pieces of sound that comprise words. This is called phonological awareness. Teachers of phonics should first test this awareness in students, then follow with instruction in letter/sound relationships, each letter/sound at a time. The next steps would be to teach blending sounds, and building words. The NICHD suggests having children clap in sequence as each speech sound in a word is slowly pronounced. Another method is to have children mark each letter as it is sounded. Teachers need to show students that even tiny sounds, that are not always consciously discernable to the ear, are there, and that they are represented by letters.

In addition to teachers, parents play an important role in assisting their children to read. There are many books, workbooks, online resources, and software for this purpose. One online resource that I find helpful is The National Right to Read Foundation. One particular page www.nrrf.org/84_ltrs_phnmc_aware.html has specific directions for a parent to help in development of a child’s phonemic awareness. In assessing a resource, the parent should make sure it includes phonics rules. These relate to how the position of vowels and consonants in a word affect pronunciation. Very often, phonics books and software are rated by an industry standard. Early intervention by parents insures that a child with a reading problem will have the opportunity to succeed. Parents should always be advocates for their children, working with teachers to plan the best course of action, and supplementing the school program at home.

To conclude, “Intensive and systematic instruction in phonics has been scientifically validated again and again as the most effective means of ensuring that students acquire the automatic decoding skills on which reading comprehension must rest .”(Adams, 1994). Phonics skills enable the reader to automatically decipher words rapidly, facilitating understanding and appreciation of fine literature.

References:

Adams, M. (1990). Beginning to Read. Cambridge: The MIT Press.
The National Institute of Child Health & Human Development:
http://www.nichd.nih.gov/publications/pubs/readbro.htm
The National Right to Read Foundation
http://www.nrrf.org