Everything You Wanted to Know About Phonics (But Were Afraid to Ask)

Stahl, Steven A.; Duffy-Hester, Ann M.; Stahl, Katherine A. Dougherty

doi:10.1598/rrq.33.3.5

Cited by 76 publications

(54 citation statements)

References 69 publications

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“…That and the fact that the little research available has been conducted by something other than disinterested parties (Stahl, Duffy-Hester, & Stahl, 1998). I am not surprised when someone, somewhere, manages to implement a program -any program -successfully.…”

Section: Looking Forwardmentioning

confidence: 99%

Looking Back, Looking Forward: A Conversation About Teaching Reading in the 21st Century

Allington

McGill‐Franzen

2000

Reading Research Quarterly

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S Looking back, looking forward: A conversation about teaching reading in the 21st century. Two researchers, frequent collaborators on studies of policy for learners at‐risk of school failure, talk about what they learned about teaching reading—appropriate instructional texts, for example—from studies conducted during the past century. They identify themes that were significant at various points in time that have surfaced again as the century comes to a close, such as the need to evoke and define scientific inquiry in reading by the research community. As these researchers look to the future, they discuss their views on particular policy instruments, namely, school choice, teacher development, and mandated instructional material, as strategies for building school capacity for teaching reading to learners at‐risk in the new millennium. Una mirada hacia atrás, una morada hacia delante: Diálogo acerca de la enseñanza de la lectura en el siglo XXI. DOS INVESTIGADORES, colaboradores frecuentes en estudios sobre políticas para niños en riesgo de fracaso escolar, hablan acerca de lo que han aprendido sobre la enseñanza de la lectura‐textos de enseñanza apropiados, por ejemplo‐en estudios conducidos durante el siglo pasado. Se identifican temas que fueron significativos en varios momentos y que han resurgido a medida que finaliza el siglo, tales como la necesidad de que la comunidad científica evoque y defina la investigación en lectura. Al mirar hacia el futuro, estos investigadores discuten sus concepciones sobre instrumentos específicos como la elección de escuela, la formación docente y los materiales de instrucción exigidos, en términos de estrategias para capacitar a las escuelas en la enseñanza de la lectura a niños en riesgo en el contexto del milenio. Rückblick, vorausschau: Eine Konversation über den leseunterricht im 21ten Jahrhundert ZWEI FORSCHER, häufige Mitarbeiter beim Studium von Anweisungen an Lernende bei denen die Gefahr des Versagens in der Schule besteht, unterhalten sich darüber, was sie über den Leseunterricht gelernt haben‐geeignete Anweisungstexte, zum Beispiel‐aus Studien, die während des vergangenen Jahrhunderts durchgeführt wurden. Sie identifizieren Themen, die einmal zu bestimmten Zeiten bedeutungsvoll waren, dann erneut am Ende des Jahrhunderts wieder auftauchten, sobald die Notwendigkeit zur Herausforderung und Definition wissenschaftlicher Untersuchungen im Fach Lesen seitens der forschenden Wissenschaftsgemeinschaft bestand. Während diese Forscher in die Zukunft blicken, diskutieren sie ihre Ansichten über bestimmte Verfahrensweisen, nämlich Wahl der Schule, Lehrerentwicklung, und vorgegebene erzieherische Unterrichtsmaterialien, sowie Strategien zum Ausbau der Schulkapazität im Leseunterricht für jene Schüler, die im neuen Millennium Risiken ausgesetzt sind. Regarder en arrière, regarder en avant: Discussion sur l'enseignement de la lecture au 21°siècle DEUX CHERCHEURS, qui effectuent souvent ensemble des recherches sur la politique relative aux enfants à risque d'échec scolair...

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Section: Looking Forwardmentioning

confidence: 99%

Looking Back, Looking Forward: A Conversation About Teaching Reading in the 21st Century

Allington

McGill‐Franzen

2000

Reading Research Quarterly

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“…Based on research that addresses the importance of phonics instruction in teaching children decoding skills (Adams, 1990;Chall, 1996;Stahl et al, 1998), the first hypothesis states that children who receive phonetic decoding instruction, regardless of the method of instruction (i.e., all children in the study), will show growth in word decoding, and will likely increase more in their decoding as the study progresses. This hypothesis was explored to determine the rate by which phonics instruction, in general, improves children's decoding skills.…”

Section: Hypothesesmentioning

confidence: 99%

“…Children should understand that all 26 symbols that make up the English alphabet are worth learning and discriminating because they each stand for sounds that occur in spoken words (Adams, 1990). Research has shown that early success in reading is associated with having an understanding of the alphabetic principle (Stahl, Duffy-Hester, & Doughtery, 1998).…”

Section: Phonicsmentioning

confidence: 99%

“…Although phonics is essential in learning to read, it is not an end in itself, but a means to help children learn to read words with automaticity (Stahl et al, 1998). After gaining a strong foundation in phonetic decoding, children can apply their decoding skills to other reading aspects, such as automatic word recognition and comprehension (Stahl et al, 1998). If children do not acquire phonetic decoding skills first, then it may hinder their success in other areas of reading because children may encounter difficulties when they come across unfamiliar words.…”

Section: Phonicsmentioning

confidence: 99%

“…In order for an individual to be successful at reading, it is generally believed that the individual should achieve a level of automaticity in decoding, which focuses his/her attention on the process of constructing meaning from text. As such, teaching decoding skills in the early years is critical to the long-term success of young readers (Adams, 1990;Chall, 1996;Stahl, Duffy-Hester, & Doughtery Stahl, 1998).…”

Section: Introductionmentioning

confidence: 99%

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Phonics Instruction using Pseudowords for Success in Phonetic Decoding

Cardenas¹

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This study examined a Pseudoword Phonics Curriculum to determine if this form of instruction would increase students' decoding skills compared to typical real-word phonics instruction. In typical phonics instruction, children learn to decode familiar words which allow them to draw on their prior knowledge of how to pronounce the word and may detract from learning decoding skills. By using pseudowords during phonics instruction, students may learn more decoding skills because they are unfamiliar with the "words" and therefore cannot draw on memory for how to pronounce the word. It was hypothesized that students who learn phonics with pseudowords will learn more decoding skills and perform higher on a real-word assessment compared to students who learn phonics with real words.Students from two kindergarten classes participated in this study. An authorcreated word decoding assessment was used to determine the students' ability to decode words. The study was broken into three phases, each lasting one month. During Phase 1, both groups received phonics instruction using real words, which allowed for the exploration of baseline student growth trajectories and potential teacher effects. During v Phase 2, the experimental group received pseudoword phonics instruction while the control group continued real-word phonics instruction. During Phase 3, both groups were taught with real-word phonics instruction. Students were assessed on their decoding skills before and after each phase.Results from multiple regression and multi-level model analyses revealed a greater increase in decoding skills during the second and third phases of the study for students who received the pseudoword phonics instruction compared to students who received the real-word phonics instruction. This suggests that pseudoword phonics instruction improves decoding skills quicker than real-word phonics instruction. This also suggests that teaching decoding with pseudowords for one month can continue to improve decoding skills when children return to real-word phonics instruction. Teacher feedback suggests that confidence with reading increased for students who learned with pseudowords because they were less intimidated by the approach and viewed pseudoword phonics as a game that involved reading "silly" words. Implications of these results, limitations of this study, and areas for future research are discussed.

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Feeling the pressure: Early childhood educators’ reported views about learning and teaching phonics in Australian prior-to-school settings

Campbell

2015

AJLL

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Everything You Wanted to Know About Phonics (But Were Afraid to Ask)

Cited by 76 publications

References 69 publications

Looking Back, Looking Forward: A Conversation About Teaching Reading in the 21st Century

Looking Back, Looking Forward: A Conversation About Teaching Reading in the 21st Century

Phonics Instruction using Pseudowords for Success in Phonetic Decoding

Feeling the pressure: Early childhood educators’ reported views about learning and teaching phonics in Australian prior-to-school settings

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