2149:, Literacy Support Unit, published a report about their new initiative known as R.I.S.E., Reading Initiative for Student Excellence, that was the result of The Right to Read Act, passed in 2017. This was inspired because, as of 2015, less than half of their students were reading at grade level, placing them in the bottom third of States in relation to national reading assessments. The first goal of this initiative is to provide educators with the in-depth knowledge and skills of "the science of reading" and evidence-based instructional strategies. This includes a change of focus to research-based instruction on phonological awareness, phonics, vocabulary, fluency, and comprehension. Specific requirements are that reading instruction be systematic and explicit, and include decoding techniques. Part of the instruction involves the use of a book and study guide entitled Essentials of Assessing, Preventing and Overcoming Reading Difficulties, by David Kilpatrick.
2138:. The purpose of the article is to fill the gap between the current research knowledge and the public understanding about how we learn to read, and to explain "why phonics instruction is so central to learning in a writing system such as English". It points out that if reading instruction relied only on the association between the printed word and meaning (as in Whole Language) it would require the memorization of thousands of individual words. Thus, "systematic phonics instruction should be viewed as a natural and logical consequence of the manner in which alphabetic writing systems represent spoken language". There is, however, still a debate as to which systematic phonics method is most effective, synthetic or analytic. The article also explains that despite the weight of evidence supporting systematic phonics, it has only been fully implemented in England. The United States does have
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report also says "although there remains no doubt that phonics teaching in general is one important component in the teaching of reading, the research certainly does not suggest the complete exclusion of whole language teaching". It recommends that the national curriculum policy be changed and that the focus of political control over curriculum, pedagogy and assessment should be reevaluated. The researchers were among 250 signatories to a letter to the education secretary calling on the government to allow for a wider range of approaches to teaching reading. A Department for
Education spokesperson said "Since the introduction of the phonics screening check in 2012, the percentage of Year 1 pupils meeting the expected standard in reading has risen from 58% to 82%, with 92% of children achieving this standard by Year 2".
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2127:, published an Educator's Practice Guide (with evidence) on Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. It contains four recommendations to support reading: 1) Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge, 2) Develop awareness of the segments of sounds in speech and how they link to letters (phonemic awareness and phonics), 3) Teach students to decode words, analyze word parts, and write and recognize words (phonics and synthetic phonics), and 4) Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension. Some universities have created additional material based on this guide
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an opinion on the ten most common causes of
Phonics Instructional Failure, namely: inadequate time devoted to mastering a new phonics skill such as blending (4â6 weeks recommended); lack of application to real reading instruction; inappropriate reading material to practice the skills; too much teacher instruction, and too little reading by the student; lost time during instructional transitions; the teacher's attitude and knowledge of phonics instructional material; lessons that are not fast-paced and rigorous; lack of assessments over an extended period of time; waiting too long to transition to multi-syllable words; and over emphasis of phonics drills at the expense of other aspects such as vocabulary.
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the
Clackmannanshire Report and chose 393 participants to compare synthetic phonics instruction and analytic phonics instruction. The boys taught by the synthetic phonics method had better word reading than the girls in their classes, and their spelling and reading comprehension was as good. On the other hand, with analytic phonics teaching, although the boys performed as well as the girls in word reading, they had inferior spelling and reading comprehension. Overall, the group taught by synthetic phonics had better word reading, spelling, and reading comprehension. And, synthetic phonics did not lead to any impairment in the reading of irregular words.
1280:(NRP) concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. The NRP also found that systematic phonics instruction is effective (with varying degrees) when delivered through one-to-one tutoring, small groups, and teaching classes of students; and is effective from kindergarten onward, the earlier the better. It helps significantly with word-reading skills and reading comprehension for kindergartners and 1st graders as well as for older struggling readers and reading disabled students. Benefits to spelling were positive for kindergartners and 1st graders but not for older students.
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not only words), and
Expression (moving from a monotone delivery to a natural rise and fall in pitch, tone and rhythm). In the section about decoding it discusses the importance of Phonological Awareness (hearing words in sentences and individual sounds in words), Alphabetic Letter Knowledge (identifying, naming and writing letters), and the Alphabetic Principle (understanding that letters represent the sounds of spoke language). In the latter, in addition to other suggestions, it is emphasized that teaching should include instruction in segmenting and blending alongside the explicit teaching of letter sounds.
1896:(PIRLS 2016) report was released in December 2017. It reports on the reading abilities of students aged 9 and 10 in 50 countries, and shows that England has risen to Joint 8th place in 2016; its best since 2001. This confirms "that our approach is working", according to Minister Nick Gibb. PIRLS 2016 has a summary of England's Language/Reading Curriculum in the Fourth Grade that shows the increased emphasis on "phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent".
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2018â2019 that outlines the requirements for
Researched-Based Reading Instruction. By 2019 the new curricula appears to be paying off. Edweek.org reported that one elementary school in Ohio found that "3rd grade test scores went from the worst in the districtâ44 percent proficient in 2016âto the best, 71 percent in 2019." They also say "Third grade reading proficiency districtwide moved from 53 percent in 2016 to 64 percent in 2019".
1873:) released a report entitled Reading by Six - How the best schools do it. It reported that twelve successful schools employed common methods of teaching reading using systematic phonics with features such as; having a clearly defined and incremental approach to the correspondence between the letters and the sounds; applying the blending of the sounds all through the word; and segmenting the phonemes (sounds) to spell the words.
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823:'Key': 40+ phonemes with their common 'sound pattern' representations. This is based on the typical British pronunciation. The number of the 40+ phonemes varies according to accent and analysis for some regions in the UK and for other English speaking countries, such as Australia, Canada and the United States.
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sounds for reading and segment spoken words for spelling). English has a surprisingly large number of words with unusual letter-sounds, often the most common words of all such as 'to', 'of', etc. They are taught slowly and systematically. Phonics application still works at least in part in such words.
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In 2018, Ofsted, as part of its curriculum research has produced a YouTube video on Early
Reading. It states "It is absolutely essential that every child master the phonic code as quickly as possible ... So, successful schools firstly teach phonics first, fast and furious." As of September, 2019, the
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As of 2013, all (local-authority-maintained) primary schools in
England have a statutory requirement to teach synthetic phonics in years one and two. In addition, any pupil who is struggling to decode words properly by year three must "urgently" receive help through a "rigorous and systematic phonics
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The
Canadian Language and Literacy Research Network published a report entitled Foundations for Literacy: An evidence-based Toolkit for the Effective Reading and Writing Teacher. It is a practical toolkit helping teachers to a) understand research in order to keep informed, b) understand how children
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data suggest that teaching reading in
England has been less successful since the introduction of more emphasis on synthetic phonics, "although the correlations reported here require further research". In addition, statisticians from several universities question the validity of the PISA results. The
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of the full alphabetic code. It introduces exception words and 'tricky' words (words with letter-sounds that have not yet been taught or are unusual), after a thorough introduction of the transparent alphabet code (learning a common spelling for each of the 40 plus sounds of
English and how to blend
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released a report entitled Meeting the Challenges of Early Literacy Phonics Instruction The report clearly supports the use of phonics instruction that is explicit and systematic, stating that "phonics instruction is helpful for all students, harmful for none, and crucial for some". It also offers
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stated "Ensuring that children know how to decode regularly spelled one-syllable words by mid-first grade is crucial". It goes on to say that "Children need to be phonemically aware (especially able to segment and blend phonemes)". The skills of segmenting and blending phonemes are a central aspect
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In 2010, The Literacy and Numeracy Secretariat of Ontario, Canada, published a report entitled Capacity Building Series: Reading Fluency that offers practical strategies to teach reading comprehension. This includes Automaticity (the ability to automatically decode words), Phrasing (reading phrases
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Phonics can be taught systematically in a variety of ways, such as: analogy phonics, analytic phonics, phonics through spelling, and synthetic phonics. However, their effectiveness vary considerably because the methods differ in such areas as the range of letter-sound coverage, the structure of the
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In a report dated April 2007, professors Dominic Wyse and Morag Styles conclude that the evidence "supports" systematic phonics; however, the Rose Report's assertion that synthetic phonics should be the "preferred method" is "not supported by research evidence". This criticism is based on the way
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On the other hand, some of the practices of whole language are evident, such as: "use language prediction skills to identify unknown words"; "using three cueing systems: meaning, structure, and visual"; "reading on, omitting words, rereading and making substitutions"; "predict on the basis of what
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There have been studies on the effectiveness of instruction using analytic phonics vs. synthetic phonics. Johnston et al. (2012) conducted experimental research studies that tested the effectiveness of phonics learning instruction among 10-year-old boys and girls. They used comparative data from
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responded to this report by saying the government is taking immediate action to improve student literacy and making longer-term reforms to modernize the way reading is taught and assessed in schools, with a focus on phonics. Their plan includes "revising the elementary Language curriculum and the
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in order to produce more definitive conclusions. In another report about effective early reading instruction and inclusion, Savage states that "a heavy and early structured approach to early reading intervention focused on mastering the use of the alphabetic principle to decode as a self-teaching
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In December 2005 the Department of Education, Science and Training of the Australian Government published a report entitled a National Inquiry into the Teaching of Reading. The report recommends direct and systematic instruction in phonics as the foundation of early reading instruction. It is not
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Systematic phonics is sometimes mischaracterized as "skill and drill" with little attention to meaning. However, researchers point out that this impression is false. Teachers can use engaging games or materials to teach letter-sound connections, and it can also be incorporated with the reading of
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The paper states that explicit and synthetic phonics needs to be taught directly in the classroom because it works "for all students but are particularly helpful for students at risk for reading difficulty". (Pg. 8) There appears to be no evidence, however, that systematic phonics (or synthetic
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Synthetic phonics involves a heavy emphasis on hearing the sounds all-through-the-word for spelling and not an emphasis on "look, cover, write, check". This latter, visual form of spelling plays a larger part with unusual spellings and spelling variations although a phonemic procedure is always
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In 2015 the Ohio Legislature set minimum standards requiring the use of phonics as a technique in teaching reading. It includes guidelines for teaching phonemic awareness, phonics, fluency, vocabulary and comprehension. The Ohio Department of Education has created a guidance manual for the year
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published a curriculum review that added support for systematic phonics. In fact, systematic phonics in the UK is known as Synthetic phonics. Itâs often referred to as âsystematicâ synthetic phonics because children learn about the various sounds, spellings, and grapheme-phoneme correspondences
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Synthetic phonics in Scotland has its roots in the Clackmannanshire Report, a seven-year study that was published in 2005. It compared analytic Phonics with synthetic Phonics and advantaged students with disadvantaged children. The report concluded that "the synthetic phonics programme led to
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found that explicit, systematic phonics programmes, usually embedded in a rich literacy environment, give an additional four months progress over other programmes such as whole language, and are particularly beneficial for young learners (aged 4â7). There is evidence, though less secure, that
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does not involve pronouncing individual sounds (phonemes) in isolation and blending the sounds, as is done in synthetic phonics. Rather, it is taught at the word level and students learn to analyse letter-sound relationships once the word is identified. For example, students might be asked to
1974:(NICHD) appears to conclude that systematic phonics programs are "significantly more effective" than non-phonics programs. It also concludes that they found no significant difference between the different phonics approaches, while suggesting that more evidence may be required.
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When learners can read enough words with letter-sounds they have learned, by saying the sounds and blending them, they are introduced to texts that include only words with those letter-sounds. These texts provide practice in word reading, increase confidence and reward effort.
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Phonics instruction should form a part of "a broad and rich language curriculum". Note: critics of this report point out that the report does not explain what they mean by this, nor does it offer any details on how to achieve this within the framework of synthetic phonics'
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In March 2011 the Department of Education, England released its White paper entitled "The Importance of Teaching". In the Executive Summary, item 12 of the curriculum section states their commitment to support "systematic synthetic phonics, as the best method for teaching
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Teaching letter-sounds out of alphabetic order, following an order determined by the number of words that can be spelled with those letter-sounds at an early stage (e.g, more than 50 words can be spelled using only the most common sounds corresponding to s, a, t, i, p,
2074:"Systematic synthetic phonics" instruction had a positive and significant effect on helping disabled readers, low achieving students, and students with low socioeconomic status to read words more effectively than instruction methods that lacked this approach.
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While there has been concern expressed about the phonics screening test at the end of year one, some report that phonics is especially valuable for poor readers and those without English as a first language. In January 2019 Ofsted published a report entitled
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and removing references to unscientific discovery and inquiry-based learning, including the three-cueing system, by 2023." It remains to be seen whether Ontario's curriculum will lean towards synthetic phonics, analytic phonics, or a combination of both.
1791:(OHRC) released a report on its public inquiry into the right to read. The OHRC's report deals with all students, not just those with learning disabilities. The inquiry found that Ontario is not fulfilling its obligations to meet students' right to read.
1889:" as the word recognition processes (recognizing the words on the page, free of context and using phonics) and the language recognition processes (understanding the meaning of the language). It also includes some videos to illustrate its principles.
1672:, Australia, publishes a website containing a comprehensive Literacy Teaching Toolkit including Effective Reading Instruction, Phonics, and Sample Phonics Lessons. It contains elements of synthetic phonics, analytic phonics, and analogy phonics.
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has replaced the use of various cueing systems and a variety of strategies to construct meaning from text. It is not yet clear whether the teaching practices will lean towards synthetic phonics, or analytic phonics, or a combination of the two.
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web site (U.K.) comments on the U.K. government's intent to impose a specific type of phonics teaching (i.e. systematic, synthetic phonics) in the nursery and reception years, and suggests that this decision was not supported by the "research
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Phonics" as evidenced in the Rose Review in 2006. In fact, the Department of Education, England uses the term "systematic synthetic phonics". The following is a summary of the report's observations and recommendations concerning phonics:
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In 2021, the province of New Brunswick introduced a new English Language Arts curriculum that includes phonological awareness, phonics, fluency, vocabulary and reading comprehension. Notably, the teaching of alphabetic skills based on the
1718:(2000) that phonics instruction should be integrated into a comprehensive and balanced reading program. Instruction in phonics and decoding should not be conceived of as a total reading program, but neither should it be neglected." Pg 104
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Systematic phonics has gained increased acceptance in different parts of the world since the completion of three major studies into teaching reading; one in the US in 2000, another in Australia in 2005, and the other in the UK in 2006.
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In 2015 the New York State Public School system began a process to revise its English Language Arts Learning Standards. The standards were revised in 2017 and call for teaching involving "reading or literacy experiences" as well as
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Some critics continue to raise concerns about how Systematic Synthetic Phonics is being taught and assessed, and whether it puts too much emphasis on decoding at the expense of other factors such as vocabulary and "learning to
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In 2011, Dr. Janette Pelletier, OISE, University of Toronto published a paper entitled Supporting Early Language and Literacy that outlines several key findings from early literacy research, including the importance of teaching
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children from lower socio-economic backgrounds performing at the same level as children from advantaged backgrounds for most of their time in primary school. It also led to boys performing better than or as well as girls."
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1535:): A teaching style that is characterized by "carefully designed instruction" that usually includes a fast pace, small steps, demonstrations, active participation, coaching, immediate correction, and positive feedback.
683:(letters) usually at the rate of three to six letter-sounds per week. The sounds are taught in isolation then blended together (i.e. synthesised), all-through-the-word. For example, learners might be taught a short
1621:. The report was critiqued by Phillip Cormack, University of South Australia, who states that the key to success in a reading lesson is the relationship between the teacher, the child and the material to be read.
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1757:, concludes that, with respect to remedial programs, we should not wait for children to fail before using phonics programs. He also recommends the teaching of such skills as segmenting and blending alongside the
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Synthetic phonics uses the concept of 'synthesising', which means 'putting together' or 'blending'. Simply put, the sounds prompted by the letters are synthesised (put together or blended) to pronounce the word.
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542:, is a method of teaching English reading which first teaches letter-sounds (grapheme/phoneme correspondences) and then how to blend (synthesise) these sounds to achieve full pronunciation of whole words.
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from prekindergarten to grade 1 and phonics, word recognition, and word analysis skills in decoding words from grade 1 to grade 4. They will become effective at the beginning of the 2020-2021 school year.
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In 2014 Ofsted updated their guidance for school inspectors to include practical tips on how schools should teach reading with systematic phonics, including "Getting them Reading Early". It describes "The
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699:). Then the learners are taught words with these sounds (e.g. sat, pat, tap, at). They are taught to pronounce each phoneme in a word, then to blend the phonemes together to form the word (e.g.
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Guided Oral Reading (reading out loud and receiving systematic and explicit feedback from a teacher) "had a significant and positive impact on word recognition, fluency, and comprehension".
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along with the corresponding letter shapes. It involves the learners rehearsing the writing of letter shapes, preferably with the tripod pencil grip, alongside learning the letter-sounds.
4361:"What works clearinghouse: Educator's Practice Guide on Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, 2016, Institute of Education Sciences"
1869:, England provided a great deal of online support for teachers wishing to learn more about effective phonics teaching strategies. In 2010, the U.K. Office for Standards in Education (
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develop reading and writing skills, and c) understand how to use effective instruction techniques. It also includes explanations of phonological awareness, phonemic awareness, the
4834:"The Potential Impact of Undiagnosed Vision Impairment on Reading Development in the Early Years of School, International Journal of Disability, Development and Education, 2014"
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Teaching grapheme-phoneme correspondence on a "when needed" basis or as applied to particular groups of words, when these words arise in other forms of reading instruction (see
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Where there is unsystematic or no phonics instruction, children do not perform as well in such areas as reading accuracy, fluency, writing, spelling and comprehension. (Pg. 12)
703:). Sounds are taught in all positions of the words, but the emphasis is on all-through-the-word segmenting and blending from week one. It does not teach whole words as shapes (
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The value of Independent Silent Reading is unclear; however it is clear that it should not be the only type of reading instruction to develop fluency and other reading skills.
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In 2016 the London School of Economics published a paper that supports the teaching of synthetic phonics to disadvantaged children because it helps to close the literacy gap.
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Teachers read aloud a full range of literature with the learners and ensure that all learners have a full range of experience of activities associated with literacy such as
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3945:"Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading"
1470:(in synthetic phonics): The relationship between sounds (phonemes) and the letter/s (graphemes) that represent them are referred to as a "code". For example, the sound
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Teaching a combination of reading comprehension techniques is the most effective, however more research is needed to determine which techniques are the most effective.
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593:: identifying the graphemes (letters) in the word, recalling the corresponding phonemes (sounds), and saying the phonemes together to form the sound of the whole word.
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The NICHD has come out in support of phonics instruction. The institute conducts and supports research on all stages of human development. The institute conducted a
1340:, Australia, published a website containing a comprehensive Literacy Teaching Toolkit including Effective Reading Instruction, Phonics, and Sample Phonics Lessons.
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of synthetic phonics. In grades two and three children receive explicit instruction in advanced phonic-analysis and reading multi-syllabic and more complex words.
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3289:"Effective early reading instruction and inclusion: Some reflections on mutual dependence, Dr. Robert Savage, International Journal of Inclusive Education, 2006"
2001:(PA) to children was "highly effective" with a variety of children under a variety of conditions. (Note: Phonemic Awareness is the ability to manipulate sounds (
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1559:: teaching or tutoring that supports the student both emotionally and cognitively. This includes encouragement, immediate feedback, positive reinforcement, and
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Beginning as early as 2014, several states in the United States have changed their curriculum to include systematic phonics instruction in elementary school.
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3224:"Foundations for literacy An evidence based toolkit for the effective reading and writing teacher, Canadian Language and Literacy Research Network, 2008"
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Teaching the reading and writing of words in order of increasing irregularity, in other words teaching words which use typical letter-sounds first (e.g.
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as in "school"). In other words, learners are taught steps which are straightforward and 'work' before being taught the complications and variations of
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spoken words: identifying the phonemes of the word, recalling the corresponding graphemes, then writing the graphemes together to form the written word.
4920:"Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, WHAT WORKS CLEARINGHOUSE, US Department of Education 2016"
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level. Synthetic phonics does not teach letter names until the learners know common letter-sounds thoroughly and how to blend sounds for reading and
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that include recommendations for Print Concepts, Phonological Awareness, Phonics, and Fluency; however not all states have adopted these standards.
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Students learn best from an approach that includes phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. (Executive Summary)
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The skills of speaking, listening, reading and writing are used by (and are supported by) what it refers to as "high quality, systematic phonics".
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A whole-language approach, "on its own, is not in the best interests of children, particularly those experiencing reading difficulties". (Pg. 12)
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The National Reading Panel concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction.
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Encouraging students to memorise the shape of words, to recall them by sight without first identifying the letter-sounds and blending them (see
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1541:: teaching or tutoring that include some of the following: more time; peer-assisted strategies; and instruction in small groups or one-on-one.
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3303:"Supporting Early Language and Literacy, What works? Research into practice, Dr. Janette Pelletier OISE, University of Toronto, October 2011"
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because the letters and the sounds they relate to are taught in a specific sequence, as opposed to incidentally or on a "when needed" basis.
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mechanism is enough to allow many children to take off into reading without further focused support beyond good regular classroom teaching".
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4607:"Essentials of Assessing, Preventing and Overcoming Reading Difficulties, David Kilpatrick, cortland.edu, arkansased.gov/public/userfiles"
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said that the current emphasis in English schools on synthetics phonics is not underpinned by the evidence. It says their analyses of the
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Young children should receive sufficient pre-reading instruction so they are able to start systematic phonics work "by the age of five".
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Systematic Phonics instruction improved the ability of good readers to spell. Poor readers experienced a small improvement in spelling.
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Reading instruction that taught PA improved the children's reading ability significantly more than those that lacked this instruction.
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For example, mmm not em, sss not ess, fff not ef. The letter names can be taught later but should not be taught in the early stages.
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2748:"Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls"
4467:"Common Core State Standards Initiatives, English Language Arts Standards » Reading: Foundational Skills » Kindergarten"
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4823:"Why a Structured Phonics Program is Effective, David Liben, Student Achievement Partners, David D. Paige, Bellarmine University"
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A five-year follow-up of the study concluded that the beneficial effects were long-lasting, in fact the reading gains increased.
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4668:"Neural representations of visual words and objects: a functional MRI study on the modularity of reading and object processing"
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In Canada, public education is the responsibility of the Provincial and Territorial governments. There is no evidence that
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Synthetic phonics refers to a family of programmes which aim to teach reading and writing through the following methods:
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4875:"At a Loss for Words: How a flawed idea is teaching millions of kids to be poor readers - APM Reports, August 22, 2019"
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4427:"Ending the Reading Wars: Reading Acquisition From Novice to Expert, The Association for Psychological Science, 2018"
4388:"Youtube, Overview of the Foundational Reading Skills Practice Guide and PLC Webinar, Florida State University, 2018"
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3645:"Survey of primary schools showing how the best schools in England teach virtually every child to read, OFSTED, 2010"
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Vocabulary, both oral and print, should be taught directly and indirectly because it leads to gains in comprehension.
1665:, AU published a research brief in June 2018 explaining Systematic Synthetic Phonics and the evidence supporting it.
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PA helped normally achieving children to spell but was not effective in helping disabled readers to spell better.
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is not one specific method of teaching phonics; it is a term used to describe phonics approaches that are taught
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The United States has a long history of debate concerning the various methods used to teach reading, including
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Among the successful schools visited, there were a number of key similarities. Three of those similarities are:
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4906:"Reading wars rage again as Australian Government pushes to introduce phonics test, ABC.Net.AU, June 29, 2019"
3040:
1832:
High quality phonics work should be taught as "the prime approach" to teaching reading, writing, and spelling.
1553:
of literacy skills, such as phonemic awareness, phonics, sound blending, passage reading, and story retelling.
488:
3274:
7054:
7034:
7011:
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6478:
6443:
6235:
6179:
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5934:
5767:
5585:
5560:
3864:
3240:
2372:
Ehri, Linnea C. (2020). "The science of learning to read words: A case for systematic phonics instruction".
1866:
1391:
1326:
222:
3944:
3379:"The Ministry of Education thanks the Ontario Human Rights Commission for its Right to Read Inquiry report"
3364:
3258:"Capacity Building Series: Reading Fluency, Literacy and Numeracy Secretariat, Ontario, Canada, March 2010"
1955:
Critics of the report claim that the results were exaggerated and due to more than just synthetic phonics.
578:), known as âgrapheme/phoneme correspondencesâ or âGPCsâ or simply âletter-soundsâ. For example, the words
7397:
7212:
6869:
6656:
6473:
6372:
5849:
5827:
5631:
5328:
5297:
5175:
4882:
4484:
2615:
2200:
1984:
1886:
1771:
1715:
1712:
Early Reading Strategy: The Report of the Expert Panel on Early Reading in Ontario and Early Math Strategy
1688:
1669:
1337:
1277:
730:
spoken words for spelling. Often when letter names are introduced it is through singing an alphabet song.
145:
100:
70:
1687:
On the one hand, the curriculum of all of the Canadian provinces include some of the following: phonics,
1372:
ite. Furthermore, students are taught consonant blends (separate, adjacent consonants) as units, such as
7270:
7157:
6490:
6483:
6392:
6305:
6300:
6047:
5967:
5832:
5727:
5440:
5374:
5128:
5118:
5113:
4638:"Meeting the challenges of early Literacy Phonics Instruction, International Literacy Association, 2019"
4072:"Accelerating Reading and Spelling with Synthetic Phonics: A Five Year Follow Up, Johnston & Watson"
2981:
2660:
2430:
2009:
and words. Phonemes are the smallest units of sounds comprising spoken language. For example, the words
1618:
727:
511:
468:
135:
6040:
4659:"A Behavioural and Neurobiological Investigation of Basic Reading Processes, J. Cummine, December 2009"
4953:
3812:
2819:
1796:
Grade 9 English course with scientific, evidence-based approaches that emphasize direct, explicit and
1657:
A recommendation that teachers provide "systematic, direct and explicit phonics instruction". (Pg. 14)
1491:
words accurately by using the relationship between the letter(s) and the sounds they represent. (i.e.
6991:
6859:
6721:
6631:
6610:
6520:
6257:
5469:
5362:
5302:
5180:
5153:
5070:
4411:
2166:
1907:
Ofsted inspections will focus more on what is taught and how it is taught, and less on the test data.
1723:
1479:
719:
361:
3581:
2968:"Reading pedagogy, "Evidence" and education policy: Learning from history? - 2010 - Phillip Cormack"
2339:"Explaining Phonics Instruction, An Educator's Guide, International Literacy Association, p.1, 2018"
2287:
7290:
6849:
6756:
6734:
6691:
6676:
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6530:
6525:
6404:
6290:
6267:
6212:
6067:
5897:
5889:
5787:
5750:
5636:
5621:
5496:
5486:
5413:
5252:
4861:"Explicit Phonics Instruction: It's Not Just for Students With Dyslexia, Edweek.org, March 19,2019"
3096:
2939:
2922:
381:
217:
202:
75:
3827:"YouTube video, Early Reading, Bradley Simmons, Regional Director, South West at Ofsted, UK, 2018"
3813:"Phonics 'first and fast'⊠but at what cost, British Educational Research Association, 2018-10-29"
7100:
6949:
6746:
6555:
6500:
6495:
6450:
6409:
6202:
6128:
5957:
5924:
5859:
5842:
5697:
5518:
5065:
5055:
4944:"National Strategy for Early Literacy, The Canadian Language and Literacy Research Network, 2009"
4896:
4883:"The fight for phonics in early years reading, July 2018, Jennifer Buckingham, researched.org.uk"
4850:
4810:
4740:
4713:
4695:
4397:
4175:
4158:
3897:"Education inspection framework: overview of research, page 19, Ofsted, January 2019, No. 180045"
3836:
3769:
3714:
3527:
2995:
2766:
2108:
1998:
1940:
1758:
1692:
1527:
722:
is a frequent teaching technique from letter level to word spelling, and eventually extending to
715:
478:
334:
140:
105:
6646:
6093:
3082:
1702:
Yet, systematic phonics and synthetic phonics received attention in the following publications:
3462:"Synthetic phonics and the teaching of reading: the debate surrounding England's ?Rose Report?"
3176:
2747:
1809:
A review of the teaching of early reading was undertaken by Sir Jim Rose at the request of the
7377:
7280:
7235:
6874:
6839:
6824:
6808:
6796:
6781:
6751:
6711:
6681:
6661:
6651:
6595:
6575:
6565:
6550:
6535:
6430:
6425:
6352:
6322:
6317:
6295:
6277:
6272:
6262:
6252:
5962:
5947:
5919:
5879:
5671:
5653:
5608:
5357:
5133:
5097:
4943:
4802:
4769:
4732:
4687:
4448:
4224:
4088:
4001:"National curriculum assessments at key stage 1 and phonics screening checks in England, 2018"
3976:"Focus on phonics to teach reading is 'failing children', says landmark study 19 January 2022"
3519:
3484:
2887:
2863:
2843:
1746:
1567:
1406:.) Teachers using the analogy method may have students memorize a bank of phonograms, such as
1304:
792:
expected to 'read' text with words they cannot read in or out of context, and the method does
733:
Synthetic phonics teaches phonics at the level of the individual phoneme from the outset; not
448:
207:
65:
4481:"Reading Initiative for Student Excellence, arkansased.gov/divisions/learning-services, 2018"
4071:
2612:"Reading Initiative for Student Excellence, arkansased.gov/divisions/learning-services, 2018"
7469:
7417:
7225:
7125:
6964:
6854:
6786:
6776:
6716:
6706:
6701:
6686:
6671:
6666:
6580:
6570:
6438:
6332:
6225:
6207:
6197:
6082:
6035:
5987:
5914:
5822:
5812:
5807:
5797:
5643:
5616:
5474:
5394:
5339:
5237:
5219:
5206:
5043:
5038:
4794:
4761:
4722:
4679:
4658:
4438:
3956:
3511:
3476:
2758:
2727:
2381:
2171:
2048:
2024:
1945:
1774:
and the "knowledge of letter names and letter-sound correspondences" also known as decoding.
1730:
1355:
1349:
723:
504:
416:
304:
272:
177:
155:
57:
4752:
Kendeou P, Savage R, van den Broek P (June 2009). "Revisiting the simple view of reading".
4040:"Clackmannanshire Report, a seven-year study that was published in 2005, webarchive.org.uk"
2785:"Clackmannanshire Report, a seven-year study that was published in 2005, webarchive.org.uk"
7260:
6864:
6844:
6829:
6791:
6696:
6636:
6560:
6545:
6540:
6513:
6340:
6327:
5952:
5854:
5792:
5762:
5745:
5570:
5445:
5266:
5242:
5214:
5185:
5158:
5123:
5010:
3781:
2940:"Australian Curriculum, Australian Curriculum, Assessment and Reporting Authority (ACARA)"
2181:
1948:
programmes; however it is more important to systematically teach to the children's needs.
1390:
in which the teacher has students analyse phonic elements according to the speech sounds (
463:
458:
371:
150:
4193:"English Language Development Framework for California Public Schools K-12, July 9, 2014"
4113:
3350:
2706:
2455:
4159:"EnglishâLanguage Arts, Transitional Kindergarten to Grade 1, California Public Schools"
4043:
2802:
2788:
2521:
2222:"Glossary of Reading Terms - The Cognitive Foundations of Learning to Read: A Framework"
7427:
7412:
7064:
7049:
6921:
6879:
6834:
6027:
5942:
5902:
5802:
5626:
5379:
5284:
5274:
5190:
4992:
4865:
4331:
2221:
1593:
1296:
742:
738:
659:
641:
426:
237:
197:
4892:"NY Times Opinion, Why Are We Still Teaching Reading the Wrong Way?, October 26, 2018"
3921:
3502:
Wyse, Dominic; Goswami, Usha (2008). "Synthetic phonics and the teaching of reading".
3206:
1398:) is composed of the vowel and the consonant sounds that follow it (e.g. in the words
7463:
7382:
7090:
6077:
5992:
5648:
5565:
5506:
5418:
5369:
5247:
5229:
4374:
3480:
3288:
3207:"Early Reading Strategy - The Report of the Expert Panel on early Reading in Ontario"
2967:
2634:
2632:
2400:"Independent review of the teaching of early reading, Rose report, 2006, UK, p. 2â89"
2235:
1978:
1395:
761:
453:
267:
4744:
3613:
2770:
7265:
7120:
5580:
5428:
5307:
4814:
4699:
3531:
1638:
an early, systematic, and "explicit" (i.e. specific and clear) teaching of phonics;
1601:
1597:
262:
182:
4930:
4466:
4176:"EnglishâLanguage Arts, Pedagogy Grades Two and Three, California Public Schools"
3563:
7303:
3795:
3427:"Independent Review of the Primary Curriculum: Final Report (Rose report), 2006"
704:
684:
604:
Synthetic phonics programmes have some or all of the following characteristics:
473:
396:
286:
2385:
7308:
7275:
7105:
5491:
4683:
4387:
4127:
3704:
3515:
2762:
1635:
a belief that each child can learn to read and write regardless of background;
483:
411:
406:
329:
299:
4765:
4443:
4426:
4412:"Teaching Foundational Reading Skills MOOC-Ed, NC STATE COLLEGE OF EDUCATION"
4327:"A Look Inside One Classroom's Reading Overhaul, EDweek.org December 3, 2019"
3545:
3523:
3488:
3054:
2953:
7074:
7069:
7059:
6124:
5048:
4782:
777:
692:
567:
4931:"Articles on "Reading", American Educator, American Federation of Teachers"
4806:
4773:
4736:
4727:
4708:
4691:
4452:
2548:"English Language Development Framework for California Public Schools Kâ12"
1394:) in the word. For example, a type of phonogram (known in linguistics as a
4582:"It's all About Meaning, arkansased.gov/divisions/learning-services, 2018"
4110:"Findings and Determinations of the National Reading Panel by Topic Areas"
2448:"Findings and Determinations of the National Reading Panel by Topic Areas"
1600:
introduced spelling approaches with syllabaries and in England the use of
1549:: learners work in pairs (taking turns as teacher and learner) to learn a
815:
learning the 40+ sounds of English and their common corresponding letters;
752:
Synthetic phonics involves the teaching of the transparent alphabet (e.g.
749:(i.e. speed, accuracy, expression) and comprehension will come with time.
7422:
7392:
7298:
7188:
7044:
7039:
7029:
6959:
6944:
5075:
2006:
1589:
1585:
1581:
796:
involve guessing at words from context, picture or initial letter clues.
765:
734:
680:
648:
575:
440:
391:
386:
376:
353:
324:
3582:"National Campaign for Nursery Education and Childrens Rights and Needs"
2681:
1919:
together with phonemic awareness, fluency, vocabulary and comprehension.
7024:
6012:
6007:
5817:
5163:
5090:
5085:
4392:
3831:
3709:
2186:
2002:
1967:
1797:
1780:
1707:
826:
746:
676:
672:
421:
401:
366:
257:
212:
169:
115:
38:
20:
4781:
Turkeltaub PE, Gareau L, Flowers DL, Zeffiro TA, Eden GF (July 2003).
3960:
7110:
5080:
5060:
4846:"The proof is in the phonics, Globe and Mail, Canada, April 23, 2018"
1870:
1608:
was popular in the 1960s. Recently phonic methods have been revived.
785:
16:
Teaching reading by blending and segmenting the sounds of the letters
1714:. The report states "This Expert Panel supports the position of the
46:
4798:
3275:"Word Reading Instruction Methods: The Evidence Concerning Phonics"
2919:
Australian Government Department of Education, Science and Training
2477:
Australian Government Department of Education, Science and Training
1865:
Following the adoption of the phonics approach in its schools, the
1580:
The teaching of reading and writing has varied over the years from
7019:
6890:
4938:
Reading Matters: Connecting Science and Education, Mark Seidenberg
3879:"How phonics took over English schools, The Economist, 2019-07-18"
2136:
Ending the Reading Wars: Reading Acquisition From Novice to Expert
1566:
1253:
781:
620:), and teaching words with more unusual letter-sounds later (e.g.
544:
4373:
This article incorporates text from this source, which is in the
1726:(including systematic phonics and synthetic phonics instruction).
7240:
7115:
4937:
3851:"Changes to the way Ofsted inspects and reports, September 2019"
1927:
1847:
the research was conducted and how the results were interpreted.
1617:
clear if all of the findings of the report are reflected in the
7161:
6894:
6097:
4957:
4346:
4312:"Third grade reading guarantee guidance manual, Ohio 2018-2019"
4256:"NY English Language Arts (ELA) & Literacy Standards, 2017"
2996:"Five from Five Research Brief 2, Systematic Synthetic Phonics"
756:
as in "cat") before progressing onto the opaque alphabet (e.g.
640:
Encouraging students to guess words from contextual clues (see
2057:
4536:
3600:"National curriculum in England: English programmes of study"
1733:
posted a discussion paper on their Read Now website entitled
1684:
has been specifically adopted by any of these jurisdictions.
1318:
lesson plans, and the time devoted to specific instructions.
4128:"NICHD Archive January 2018, National Reading Panel Reports"
1563:(i.e. clear structure, small steps, guiding with questions).
1046:
844:
3743:"England's language reading curriculum in the fourth grade"
3628:"Reading by Six - How the best schools do it, OFSTED, 2010"
3320:"Curriculum Development (Anglophone Sector), New Brunswick"
3241:"Reading: Breaking Through the Barriers A Discussion Guide"
2033:
1487:(in phonics): Without the use of context, to pronounce and
1463:
Some common terminology used within this article includes:
805:
learning letter sounds (as distinct from the letter names);
2051:
1641:
the phonics instruction was followed by "direct teaching".
586:
have the same sound at the end, but use different letters.
3585:
2027:
1944:
synthetic phonics programmes may be more beneficial than
1761:
of letter sounds. He also says there is a need for more
4225:"2015 New York State Next Generation Learning Standards"
3758:"Phonics helps to close the attainment gap:The Guardian"
1972:
National Institute of Child Health and Human Development
1706:
In 2005 the Ministry of Education for the government of
3365:"Executive summary, Right to Read inquiry report, OHRC"
1729:
In 2009, the Ministry of Education for the province of
4425:
Castles, Anne; Rastle, Kathleen; Nation, Kate (2018).
3455:
3453:
3396:"Independent review of the teaching of early reading"
1695:, graphophonic cues, and letter-sound relationships.
745:. Teachers are to put accuracy before speed, because
4666:
Borowsky R, Esopenko C, Cummine J, Sarty GE (2007).
2858:
2856:
1913:
Education inspection framework: overview of research
549:
A Child Learning to Read, Paul Delaroche (1797â1856)
7436:
7370:
7345:
7324:
7289:
7206:
7199:
7134:
7083:
7010:
6973:
6937:
6817:
6624:
6418:
6190:
5980:
5933:
5888:
5868:
5780:
5696:
5689:
5607:
5539:
5393:
5338:
5327:
5320:
5265:
5228:
5205:
5144:
5106:
5029:
5020:
5009:
5000:
4707:Heim S, Tschierse J, Amunts K, et al. (2008).
4142:"Teacher's Guide, Put Reading First - K-3, NICHD, "
3943:Wyse, Dominic; Bradbury, Alice (January 18, 2022).
3756:Correspondent, Sally Weale Education (2016-04-24).
3173:"Newfoundland and Labrador Department of Education"
3027:"Phonics lessons, The State Government of Victoria"
1699:makes sense"; and "a wide variety of sight words".
4506:"A New Chapter for Arkansas Students, 2018 Report"
4239:"NY English Language Arts Learning Standards 2017"
4058:"The Scottish phonics miracle, myths and evidence"
3914:"William Stewart, "Is Pisa fundamentally flawed?"
3659:"Curriculum, assessment and qualifications (2012)"
2746:Johnston, R. S; McGeown, S; Watson, J. E. (2012).
2678:"Understanding Terminology of Grammar and Phonics"
1360:practice saying words with similar sounds such as
827:Phonics § Alternative spellings of the sounds
2356:"National Reading Panel, NICHD, p. 2-92 ... 2â96"
1269:and in a structured, systematic manner. They are
2954:"Phillip Cormack, University of South Australia"
2881:"Effective Programs for Struggling Readers 2009"
2864:"Effective Programs for Struggling Readers 2010"
1894:Progress in International Reading Literacy Study
1682:systematic phonics (including synthetic phonics)
1661:Dr Jennifer Buckingham, Senior Research Fellow,
1596:methods. In America in the eighteenth century,
1476:(e.g. cake, may, they, eight, aid, break, etc.)
4783:"Development of neural mechanisms for reading"
3142:"Prince Edward Island Department of Education"
2491:"Independent Review of the Primary Curriculum"
2119:In 2016 the What Works Clearinghouse and the
7173:
6906:
6109:
4969:
3568:Faculty of Education, University of Cambridge
2123:, an independent and non-partisan arm of the
562:Teaching students the correspondence between
512:
8:
7246:Mixed receptive-expressive language disorder
4431:Psychological Science in the Public Interest
3955:. British Educational Research Association.
1981:and, in 2000 it published a report entitled
1852:National Campaign for Real Nursery Education
1738:phonics) is a part of the teaching pedagogy.
3614:"Teaching phonics: information for schools"
3550:Institute of Education University of London
3013:"Phonics, The State Government of Victoria"
7203:
7180:
7166:
7158:
6913:
6899:
6891:
6116:
6102:
6094:
6003:Comparison of American and British English
5872:
5693:
5401:
5335:
5324:
5026:
5017:
5006:
4976:
4962:
4954:
3705:"Synthetic Phonics, Mr. T's phonics, 2010"
3691:"Getting them Reading Early, OFSTED, 2014"
3041:"British Columbia Department of Education"
2837:"Executive Summary, Australian Government"
2431:"Complete report â National Reading Panel"
519:
505:
25:
4726:
4442:
2728:"Meet the Word Families, Reading rockets"
707:) prior to learning the alphabetic code.
4551:"The Science of Reading, RISE, Arkansas"
3677:"National curriculum in England primary"
3334:"GCO Amendment Rationale, NB curriculum"
2322:"National Reading Panel, NICHD, p. 2-92"
2017:each consist of two sounds or phonemes,
1813:. While the report often uses the term "
1624:Some of the findings of the report are:
193:Directed listening and thinking activity
6985:Languages by writing system /
3128:"New Brunswick Department of Education"
2741:
2739:
2737:
2213:
1735:Reading: Breaking Through the Barriers.
37:
4657:Cummine, Jacqueline (September 2009).
4325:Gewertz, Catherine (4 December 2019).
3865:"Inspection Education Framework, 2019"
3777:
3767:
3069:"Saskatchewan Department of Education"
2140:Common Core State Standards Initiative
1860:Developments following the Rose Report
7388:Learning problems in childhood cancer
4298:"Third grade reading guarantee, Ohio"
3460:Wyse, Dominic; Styles, Morag (2007).
3156:"Nova Scotia Department of Education"
2655:
2653:
2288:"Ontario Early Reading Strategy 2003"
2132:Association for Psychological Science
1817:Phonic work", it appears to support "
1793:The Minister of Education for Ontario
1691:, segmenting and blending, decoding,
968:- (long) moon, crew, blue, fruit, few
7:
6073:Non-native pronunciations of English
3504:British Educational Research Journal
1344:Analytic phonics and analogy phonics
878:- ape, baby, rain, tray, they, eight
636:have the following characteristics:
596:Teaching students to write words by
318:Reading differences and disabilities
7332:Developmental coordination disorder
4911:Australian Broadcasting Corporation
4844:Wente, Margaret (10 January 2006).
2584:New York State Education Department
2081:Other findings of this report are:
589:Teaching students to read words by
6992:Ancient languages corpuses by size
4890:Hanford, Emily (26 October 2018).
4015:"National Improvement Hub:Phonics"
3083:"Manitoba Department of Education"
2703:"Analogy based phonics, LD Online"
2257:"Literacy teaching guide: Phonics"
2154:International Literacy Association
2100:California Department of Education
773:emphasised in spelling generally.
19:For other phonics approaches, see
14:
3097:"Ontario Department of Education"
3055:"Alberta Department of Education"
1668:As of October 5, 2018, The State
1546:peer-assisted literacy strategies
1523:) is the same process in reverse.
7193:specific developmental disorders
4709:"Cognitive subtypes of dyslexia"
4400:from the original on 2021-12-13.
4368:
3974:Weale, Sally (19 January 2022).
3839:from the original on 2021-12-13.
3717:from the original on 2021-12-13.
3663:Department of Education, England
3481:10.1111/j.1467-9345.2007.00455.x
3111:"Quebec Department of Education"
2452:NICHD Publications and Materials
2199:Note: This article uses British
2147:Arkansas Department of Education
2047:
2023:
1474:can be represented in many ways
116:The active view of reading model
45:
4859:Redford, Kyle (19 March 2019).
2640:"Effective reading instruction"
2598:"Rules for Phonics, Ohio, 2015"
2121:Institute of Education Sciences
1922:In January 2022, a report from
1789:Ontario Human Rights Commission
1745:Dr. Robert Savage, formerly of
1330:(GPCs) in a structured manner.
1221:- zip, fizz, sneeze, is, cheese
1161:- sun, dress, house, city, mice
691:as in cat) in addition to some
7337:Developmental verbal dyspraxia
7314:Disorder of written expression
7256:Speech and language impairment
6023:English-based creole languages
3351:"Right to Read inquiry report"
2553:. July 9, 2014. Archived from
2134:published an article entitled
1663:Centre for Independent Studies
1167:- ship, mission, station, chef
1065:- cat, key, duck, school, quit
89:Scientific theories and models
1:
6063:List of English-based pidgins
2522:"What are Synthetic Phonics?"
2305:"The English Alphabetic Code"
2236:"Subject Knowledge: Glossary"
902:- sweet, me, beach, key, pony
679:(sounds) associated with the
632:Synthetic phonics programmes
7353:Auditory processing disorder
7251:Specific language impairment
7221:Expressive language disorder
6997:Undeciphered writing systems
6058:Linguistic purism in English
4284:"Reading Competencies, Ohio"
3916:Times Educational Supplement
3796:"Teaching to teach literacy"
2886:. p. 33. Archived from
2842:. p. 85. Archived from
2177:Auditory processing disorder
2125:U.S. Department of Education
1917:systematic synthetic phonics
1763:randomized controlled trials
1710:published a report entitled
1588:methods to the fashions for
1083:- fish, coffee, photo, tough
992:- burn, teacher, work, first
7358:Sensory processing disorder
7002:Creators of writing systems
6346:Orsmaal-Gussenhoven dialect
5159:London & Thames Estuary
4537:"ACT Aspire, actaspire.org"
2803:"Developing Early Literacy"
1991:findings and determinations
1987:: Teaching Children to Read
1571:Children reading The Grinch
714:Synthetic phonics develops
7496:
6931:Index of language articles
6018:English as a lingua franca
4347:"What Works Clearinghouse"
2386:10.1037/0022-0663.83.4.451
2374:Reading Research Quarterly
1751:UCL Institute of Education
1347:
1101:- jet, giant, cage, bridge
962:- (short) book, would, put
824:
111:Scarborough's Reading Rope
18:
6928:
6135:
5998:Broad and general accents
5908:regional and occupational
5875:
5741:
5667:
5404:
5293:
4684:10.1007/s10548-007-0034-1
4270:"Rules for Phonics, Ohio"
3516:10.1080/01411920802268912
2982:"Dr. Jennifer Buckingham"
2763:10.1007/s11145-011-9323-x
2757:. v25 n6 (6): 1365â1384.
2192:Reading for special needs
1924:University College London
1787:On January 27, 2022, the
1755:University College London
1606:Initial Teaching Alphabet
1561:instructional scaffolding
1137:- nut, dinner, knee, gnat
980:- fork, ball, sauce, law,
821:The English Alphabet Code
340:Reading for special needs
7403:Multisensory integration
7231:LandauâKleffner syndrome
6987:by first written account
4766:10.1348/978185408X369020
4444:10.1177/1529100618772271
3546:"Professor Dominic Wyse"
2820:"Teaching Decoding 1998"
2661:"National Reading Panel"
2644:www.education.vic.gov.au
1811:Department for Education
1386:is a particular type of
1287:include methods such as
1283:Systematic phonics does
926:- kite, wild, light, pie
705:initial sight vocabulary
228:Sustained silent reading
6955:History of the alphabet
6378:Regional North American
1867:Department of Education
1327:Department of Education
950:- oak, rope, bow, piano
788:, but the learners are
223:Structured word inquiry
7398:Management of dyslexia
6802:Dialects and varieties
6373:Received Pronunciation
6218:American Sign Language
5176:Received Pronunciation
4728:10.55782/ane-2008-1674
4096:National Reading Panel
3729:"Telegraph 2017/12/04"
3401:. 2006. Archived from
2201:Received Pronunciation
1985:National Reading Panel
1915:that further supports
1887:simple view of reading
1798:systematic instruction
1772:phonological awareness
1716:National Reading Panel
1689:phonological awareness
1670:Government of Victoria
1572:
1557:supportive instruction
1338:Government of Victoria
1278:National Reading Panel
1259:
550:
146:Phonological awareness
101:Simple view of reading
71:Vocabulary development
7271:Speech sound disorder
5370:Multicultural Toronto
4089:"Phonics Instruction"
3713:. 19 September 2010.
1850:In October 2011, The
1841:Critics of the report
1619:Australian Curriculum
1570:
1539:intensive instruction
1257:
1071:- chip, watch, statue
548:
469:Functional illiteracy
7449:People with dyslexia
5531:Western Pennsylvania
3835:. 18 December 2018.
2167:Alphabetic principle
1993:of this report are:
1724:alphabetic principle
1533:Explicit Instruction
1480:Alphabetic principle
1293:phonics mini lessons
1155:- rat, cherry, write
998:- tune, unicorn, hue
362:Alphabetic principle
295:Automatic assessment
7444:Dyslexia in fiction
7418:Reading acquisition
7291:Learning disability
6727:Proto-Indo-European
6383:White South African
6068:Mid-Atlantic accent
5659:Trinidad and Tobago
4003:. October 25, 2019.
3949:Review of Education
3367:. January 27, 2022.
3353:. January 27, 2022.
3277:. 10 December 2023.
2984:. 16 December 2019.
2755:Reading and Writing
1759:"explicit teaching"
1551:structured sequence
1336:In 2018, the State
1295:which are found in
1209:- wet, wheel, queen
1185:- tap, letter, debt
1131:- man, hammer, comb
1125:- lip, bell, sample
382:History of printing
218:Reciprocal teaching
203:Independent reading
170:Reading instruction
129:Cognitive processes
76:Vocabulary learning
7096:Canadian syllabics
6965:Scripts in Unicode
6950:History of writing
5591:Pennsylvania Dutch
4897:The New York Times
4851:The Globe and Mail
4714:Acta Neurobiol Exp
4205:on October 9, 2022
3780:has generic name (
2912:"Teaching Reading"
2560:on October 9, 2022
2470:"Teaching Reading"
2109:phonemic awareness
1999:phonemic awareness
1941:Education Scotland
1781:science of reading
1693:phonemic awareness
1573:
1528:Direct instruction
1459:Common terminology
1263:Systematic phonics
1260:
1250:Systematic phonics
1089:- gate, egg, ghost
914:- computer, doctor
716:phonemic awareness
551:
479:Literary criticism
335:Reading disability
141:Phonemic awareness
106:Science of reading
7475:Reading (process)
7457:
7456:
7378:Dyslexia research
7366:
7365:
7281:Tip of the tongue
7236:Language disorder
7155:
7154:
7147:In Southeast Asia
6888:
6887:
6388:Standard Canadian
6129:world's languages
6091:
6090:
5976:
5975:
5776:
5775:
5685:
5684:
5603:
5602:
5599:
5598:
5524:Pacific Northwest
5385:Standard Canadian
5316:
5315:
5261:
5260:
5201:
5200:
4933:. 5 October 2022.
4754:Br J Educ Psychol
3961:10.1002/rev3.3314
3924:on 23 August 2013
3384:. March 11, 2022.
1747:McGill University
1450:Synthetic phonics
1400:cat, mat and sat,
1314:meaningful text.
1306:Balanced Literacy
1246:
1245:
1032:
1031:
932:- orange, quality
800:Typical programme
540:inductive phonics
532:Synthetic phonics
529:
528:
449:Critical literacy
233:Synthetic phonics
208:Literature circle
96:Dual route theory
66:Reading readiness
7487:
7480:Learning to read
7226:Infantile speech
7208:Speech, language
7204:
7182:
7175:
7168:
7159:
7084:Current examples
7065:Semi-syllabaries
6915:
6908:
6901:
6892:
6740:Kerkrade dialect
6363:General American
6118:
6111:
6104:
6095:
5988:English language
5873:
5694:
5677:Falkland Islands
5576:General American
5549:African-American
5402:
5336:
5325:
5027:
5018:
5007:
4978:
4971:
4964:
4955:
4950:
4948:
4934:
4926:
4924:
4915:
4901:
4886:
4878:
4870:
4855:
4840:
4838:
4829:
4827:
4818:
4777:
4760:(Pt 2): 353â70.
4748:
4730:
4703:
4662:
4645:
4644:
4642:
4634:
4628:
4627:
4625:
4624:
4618:
4612:. Archived from
4611:
4603:
4597:
4596:
4594:
4593:
4584:. Archived from
4578:
4572:
4571:
4569:
4568:
4562:
4556:. Archived from
4555:
4547:
4541:
4540:
4533:
4527:
4526:
4524:
4523:
4517:
4511:. Archived from
4510:
4502:
4496:
4495:
4493:
4492:
4483:. Archived from
4477:
4471:
4470:
4463:
4457:
4456:
4446:
4422:
4416:
4415:
4408:
4402:
4401:
4384:
4378:
4372:
4371:
4367:
4365:
4357:
4351:
4350:
4343:
4337:
4336:
4322:
4316:
4315:
4308:
4302:
4301:
4294:
4288:
4287:
4280:
4274:
4273:
4266:
4260:
4259:
4252:
4246:
4245:
4243:
4235:
4229:
4228:
4221:
4215:
4214:
4212:
4210:
4204:
4198:. Archived from
4197:
4189:
4183:
4182:
4180:
4172:
4166:
4165:
4163:
4155:
4149:
4148:
4146:
4138:
4132:
4131:
4130:. 13 April 2000.
4124:
4118:
4117:
4112:. Archived from
4106:
4100:
4099:
4093:
4085:
4079:
4078:
4076:
4068:
4062:
4061:
4054:
4048:
4047:
4042:. Archived from
4036:
4030:
4029:
4027:
4026:
4017:. Archived from
4011:
4005:
4004:
3997:
3991:
3990:
3988:
3986:
3971:
3965:
3964:
3940:
3934:
3933:
3931:
3929:
3920:. Archived from
3918:, July 26, 2013"
3910:
3904:
3903:
3901:
3893:
3887:
3886:
3875:
3869:
3868:
3861:
3855:
3854:
3847:
3841:
3840:
3823:
3817:
3816:
3809:
3803:
3802:
3800:
3792:
3786:
3785:
3779:
3775:
3773:
3765:
3753:
3747:
3746:
3739:
3733:
3732:
3725:
3719:
3718:
3701:
3695:
3694:
3687:
3681:
3680:
3673:
3667:
3666:
3655:
3649:
3648:
3641:
3635:
3634:
3632:
3624:
3618:
3617:
3610:
3604:
3603:
3596:
3590:
3589:
3584:. Archived from
3578:
3572:
3571:
3560:
3554:
3553:
3542:
3536:
3535:
3499:
3493:
3492:
3466:
3457:
3448:
3447:
3445:
3444:
3438:
3432:. Archived from
3431:
3423:
3417:
3416:
3414:
3413:
3407:
3400:
3392:
3386:
3385:
3383:
3375:
3369:
3368:
3361:
3355:
3354:
3347:
3341:
3340:
3338:
3330:
3324:
3323:
3316:
3310:
3309:
3307:
3299:
3293:
3292:
3285:
3279:
3278:
3271:
3265:
3264:
3262:
3254:
3248:
3247:
3245:
3237:
3231:
3230:
3228:
3220:
3214:
3213:
3211:
3203:
3197:
3194:
3188:
3187:
3185:
3184:
3175:. Archived from
3169:
3163:
3162:
3160:
3152:
3146:
3145:
3138:
3132:
3131:
3124:
3118:
3117:
3115:
3107:
3101:
3100:
3093:
3087:
3086:
3079:
3073:
3072:
3065:
3059:
3058:
3051:
3045:
3044:
3037:
3031:
3030:
3023:
3017:
3016:
3009:
3003:
3002:
3000:
2992:
2986:
2985:
2978:
2972:
2971:
2964:
2958:
2957:
2950:
2944:
2943:
2936:
2930:
2929:
2927:
2921:. Archived from
2916:
2908:
2902:
2901:
2899:
2898:
2892:
2885:
2877:
2871:
2870:
2868:
2860:
2851:
2850:
2848:
2841:
2833:
2827:
2826:
2824:
2816:
2810:
2809:
2807:
2799:
2793:
2792:
2787:. Archived from
2781:
2775:
2774:
2752:
2743:
2732:
2731:
2724:
2718:
2717:
2715:
2714:
2705:. Archived from
2699:
2693:
2692:
2690:
2689:
2680:. Archived from
2674:
2668:
2667:
2666:. pp. 2â89.
2665:
2657:
2648:
2647:
2636:
2627:
2626:
2624:
2623:
2614:. Archived from
2608:
2602:
2601:
2594:
2588:
2587:
2576:
2570:
2569:
2567:
2565:
2559:
2552:
2544:
2538:
2537:
2535:
2533:
2518:
2512:
2511:
2509:
2508:
2502:
2496:. Archived from
2495:
2487:
2481:
2480:
2474:
2466:
2460:
2459:
2454:. Archived from
2444:
2438:
2437:
2435:
2427:
2421:
2420:
2418:
2417:
2411:
2405:. Archived from
2404:
2396:
2390:
2389:
2369:
2363:
2362:
2360:
2352:
2346:
2345:
2343:
2335:
2329:
2328:
2326:
2318:
2312:
2311:
2309:
2301:
2295:
2294:
2292:
2284:
2278:
2277:
2275:
2274:
2268:
2262:. Archived from
2261:
2253:
2247:
2246:
2244:
2242:
2232:
2226:
2225:
2218:
2172:American English
2065:), respectively.
2064:
2063:
2060:
2059:
2054:
2053:
2040:
2039:
2036:
2035:
2030:
2029:
1946:analytic phonics
1731:British Columbia
1388:analytic phonics
1376:in break and or
1356:Analytic phonics
1350:Analytic phonics
1325:In 2009, the UK
1289:embedded phonics
1047:
1019:- button, hidden
1018:
1016:
1015:
1014:
1012:
871:
869:
868:
867:
865:
845:
701:s - a - t; "sat"
656:embedded phonics
534:, also known as
521:
514:
507:
417:Written language
305:Readability test
273:Words per minute
188:Concept-oriented
178:Analytic phonics
156:Word recognition
58:Learning to read
49:
26:
7495:
7494:
7490:
7489:
7488:
7486:
7485:
7484:
7460:
7459:
7458:
7453:
7432:
7408:Neuropsychology
7362:
7341:
7320:
7285:
7261:Speech disorder
7211:
7195:
7186:
7156:
7151:
7130:
7079:
7006:
6981:Writing systems
6969:
6933:
6924:
6922:Writing systems
6919:
6889:
6884:
6813:
6767:Scottish Gaelic
6620:
6474:Standard Modern
6414:
6226:Modern Standard
6186:
6131:
6122:
6092:
6087:
5972:
5929:
5884:
5864:
5772:
5768:Solomon Islands
5737:
5681:
5663:
5595:
5586:New York Latino
5561:American Indian
5541:
5535:
5396:
5389:
5330:
5312:
5298:Channel Islands
5289:
5257:
5224:
5197:
5140:
5102:
5012:
4996:
4982:
4946:
4942:
4929:
4922:
4918:
4914:. 29 June 2019.
4904:
4889:
4881:
4873:
4858:
4843:
4836:
4832:
4825:
4821:
4780:
4751:
4706:
4665:
4656:
4653:
4651:Further reading
4648:
4640:
4636:
4635:
4631:
4622:
4620:
4616:
4609:
4605:
4604:
4600:
4591:
4589:
4580:
4579:
4575:
4566:
4564:
4560:
4553:
4549:
4548:
4544:
4535:
4534:
4530:
4521:
4519:
4515:
4508:
4504:
4503:
4499:
4490:
4488:
4479:
4478:
4474:
4465:
4464:
4460:
4424:
4423:
4419:
4410:
4409:
4405:
4386:
4385:
4381:
4369:
4363:
4359:
4358:
4354:
4345:
4344:
4340:
4324:
4323:
4319:
4310:
4309:
4305:
4296:
4295:
4291:
4282:
4281:
4277:
4268:
4267:
4263:
4254:
4253:
4249:
4241:
4237:
4236:
4232:
4223:
4222:
4218:
4208:
4206:
4202:
4195:
4191:
4190:
4186:
4178:
4174:
4173:
4169:
4161:
4157:
4156:
4152:
4144:
4140:
4139:
4135:
4126:
4125:
4121:
4108:
4107:
4103:
4091:
4087:
4086:
4082:
4074:
4070:
4069:
4065:
4056:
4055:
4051:
4038:
4037:
4033:
4024:
4022:
4013:
4012:
4008:
3999:
3998:
3994:
3984:
3982:
3973:
3972:
3968:
3942:
3941:
3937:
3927:
3925:
3912:
3911:
3907:
3899:
3895:
3894:
3890:
3885:. 18 July 2019.
3877:
3876:
3872:
3867:. 14 July 2023.
3863:
3862:
3858:
3849:
3848:
3844:
3825:
3824:
3820:
3811:
3810:
3806:
3798:
3794:
3793:
3789:
3776:
3766:
3755:
3754:
3750:
3741:
3740:
3736:
3727:
3726:
3722:
3703:
3702:
3698:
3689:
3688:
3684:
3675:
3674:
3670:
3657:
3656:
3652:
3643:
3642:
3638:
3630:
3626:
3625:
3621:
3612:
3611:
3607:
3598:
3597:
3593:
3580:
3579:
3575:
3562:
3561:
3557:
3552:. 26 July 2018.
3544:
3543:
3539:
3501:
3500:
3496:
3464:
3459:
3458:
3451:
3442:
3440:
3436:
3429:
3425:
3424:
3420:
3411:
3409:
3405:
3398:
3394:
3393:
3389:
3381:
3377:
3376:
3372:
3363:
3362:
3358:
3349:
3348:
3344:
3336:
3332:
3331:
3327:
3318:
3317:
3313:
3305:
3301:
3300:
3296:
3287:
3286:
3282:
3273:
3272:
3268:
3260:
3256:
3255:
3251:
3243:
3239:
3238:
3234:
3226:
3222:
3221:
3217:
3209:
3205:
3204:
3200:
3195:
3191:
3182:
3180:
3171:
3170:
3166:
3158:
3154:
3153:
3149:
3140:
3139:
3135:
3126:
3125:
3121:
3113:
3109:
3108:
3104:
3095:
3094:
3090:
3081:
3080:
3076:
3067:
3066:
3062:
3053:
3052:
3048:
3039:
3038:
3034:
3025:
3024:
3020:
3011:
3010:
3006:
2998:
2994:
2993:
2989:
2980:
2979:
2975:
2966:
2965:
2961:
2952:
2951:
2947:
2938:
2937:
2933:
2925:
2914:
2910:
2909:
2905:
2896:
2894:
2890:
2883:
2879:
2878:
2874:
2866:
2862:
2861:
2854:
2846:
2839:
2835:
2834:
2830:
2822:
2818:
2817:
2813:
2805:
2801:
2800:
2796:
2783:
2782:
2778:
2750:
2745:
2744:
2735:
2726:
2725:
2721:
2712:
2710:
2701:
2700:
2696:
2687:
2685:
2676:
2675:
2671:
2663:
2659:
2658:
2651:
2638:
2637:
2630:
2621:
2619:
2610:
2609:
2605:
2596:
2595:
2591:
2580:"ELA Standards"
2578:
2577:
2573:
2563:
2561:
2557:
2550:
2546:
2545:
2541:
2531:
2529:
2520:
2519:
2515:
2506:
2504:
2500:
2493:
2489:
2488:
2484:
2472:
2468:
2467:
2463:
2446:
2445:
2441:
2433:
2429:
2428:
2424:
2415:
2413:
2409:
2402:
2398:
2397:
2393:
2371:
2370:
2366:
2358:
2354:
2353:
2349:
2341:
2337:
2336:
2332:
2324:
2320:
2319:
2315:
2307:
2303:
2302:
2298:
2290:
2286:
2285:
2281:
2272:
2270:
2266:
2259:
2255:
2254:
2250:
2240:
2238:
2234:
2233:
2229:
2220:
2219:
2215:
2211:
2182:British English
2163:
2056:
2050:
2046:
2032:
2026:
2022:
1970:. In 1999, The
1964:
1938:
1862:
1843:
1807:
1678:
1614:
1578:
1531:(also known as
1517:Encoding skills
1485:decoding skills
1468:alphabetic code
1461:
1452:
1384:Analogy phonics
1352:
1346:
1252:
1247:
1033:
1010:
1008:
1007:
1006:
1004:
863:
861:
860:
859:
857:
829:
802:
669:
564:written letters
556:
536:blended phonics
525:
496:
495:
464:Family literacy
459:Distant reading
444:
443:
432:
431:
372:Dolch word list
357:
356:
345:
344:
320:
319:
310:
309:
290:
289:
278:
277:
253:
252:
243:
242:
173:
172:
161:
160:
151:Subvocalization
131:
130:
121:
120:
91:
90:
81:
80:
61:
60:
24:
17:
12:
11:
5:
7493:
7491:
7483:
7482:
7477:
7472:
7462:
7461:
7455:
7454:
7452:
7451:
7446:
7440:
7438:
7434:
7433:
7431:
7430:
7428:Writing system
7425:
7420:
7415:
7413:Neurodiversity
7410:
7405:
7400:
7395:
7390:
7385:
7380:
7374:
7372:
7371:Related topics
7368:
7367:
7364:
7363:
7361:
7360:
7355:
7349:
7347:
7343:
7342:
7340:
7339:
7334:
7328:
7326:
7322:
7321:
7319:
7318:
7317:
7316:
7306:
7301:
7295:
7293:
7287:
7286:
7284:
7283:
7278:
7273:
7268:
7263:
7258:
7253:
7248:
7243:
7238:
7233:
7228:
7223:
7217:
7215:
7201:
7197:
7196:
7187:
7185:
7184:
7177:
7170:
7162:
7153:
7152:
7150:
7149:
7144:
7138:
7136:
7135:Related topics
7132:
7131:
7129:
7128:
7123:
7118:
7113:
7108:
7103:
7098:
7093:
7087:
7085:
7081:
7080:
7078:
7077:
7072:
7067:
7062:
7057:
7052:
7047:
7042:
7037:
7032:
7027:
7022:
7016:
7014:
7008:
7007:
7005:
7004:
6999:
6994:
6989:
6983:
6977:
6975:
6971:
6970:
6968:
6967:
6962:
6957:
6952:
6947:
6941:
6939:
6935:
6934:
6929:
6926:
6925:
6920:
6918:
6917:
6910:
6903:
6895:
6886:
6885:
6883:
6882:
6877:
6872:
6867:
6862:
6857:
6852:
6847:
6842:
6837:
6832:
6827:
6821:
6819:
6815:
6814:
6812:
6811:
6806:
6805:
6804:
6794:
6789:
6784:
6779:
6774:
6772:Serbo-Croatian
6769:
6764:
6759:
6754:
6749:
6744:
6743:
6742:
6737:
6729:
6724:
6719:
6714:
6709:
6704:
6699:
6694:
6689:
6684:
6679:
6674:
6669:
6664:
6659:
6654:
6649:
6644:
6639:
6634:
6628:
6626:
6622:
6621:
6619:
6618:
6613:
6608:
6607:
6606:
6598:
6593:
6588:
6583:
6578:
6573:
6568:
6563:
6558:
6553:
6548:
6543:
6538:
6533:
6528:
6523:
6518:
6517:
6516:
6511:
6503:
6498:
6493:
6488:
6487:
6486:
6481:
6476:
6468:
6467:
6466:
6461:
6453:
6448:
6447:
6446:
6441:
6433:
6428:
6422:
6420:
6416:
6415:
6413:
6412:
6407:
6402:
6401:
6400:
6395:
6390:
6385:
6380:
6375:
6370:
6365:
6360:
6350:
6349:
6348:
6343:
6335:
6330:
6325:
6320:
6315:
6314:
6313:
6308:
6303:
6298:
6293:
6288:
6280:
6275:
6270:
6265:
6260:
6255:
6250:
6249:
6248:
6243:
6238:
6233:
6228:
6220:
6215:
6210:
6205:
6200:
6194:
6192:
6188:
6187:
6185:
6184:
6183:
6182:
6177:
6172:
6167:
6162:
6157:
6147:
6142:
6136:
6133:
6132:
6123:
6121:
6120:
6113:
6106:
6098:
6089:
6088:
6086:
6085:
6080:
6075:
6070:
6065:
6060:
6055:
6050:
6045:
6044:
6043:
6038:
6030:
6028:Englishisation
6025:
6020:
6015:
6010:
6005:
6000:
5995:
5990:
5984:
5982:
5978:
5977:
5974:
5973:
5971:
5970:
5965:
5960:
5955:
5950:
5945:
5939:
5937:
5935:Southeast Asia
5931:
5930:
5928:
5927:
5922:
5917:
5912:
5911:
5910:
5900:
5894:
5892:
5886:
5885:
5883:
5882:
5876:
5870:
5866:
5865:
5863:
5862:
5857:
5852:
5850:South Atlantic
5847:
5846:
5845:
5840:
5830:
5825:
5820:
5815:
5810:
5805:
5800:
5795:
5790:
5784:
5782:
5778:
5777:
5774:
5773:
5771:
5770:
5765:
5760:
5759:
5758:
5748:
5742:
5739:
5738:
5736:
5735:
5730:
5725:
5720:
5715:
5714:
5713:
5702:
5700:
5691:
5687:
5686:
5683:
5682:
5680:
5679:
5674:
5668:
5665:
5664:
5662:
5661:
5656:
5651:
5646:
5641:
5640:
5639:
5632:Cayman Islands
5629:
5624:
5619:
5613:
5611:
5605:
5604:
5601:
5600:
5597:
5596:
5594:
5593:
5588:
5583:
5578:
5573:
5568:
5563:
5558:
5557:
5556:
5545:
5543:
5542:ethno-cultural
5537:
5536:
5534:
5533:
5528:
5527:
5526:
5521:
5511:
5510:
5509:
5504:
5499:
5494:
5489:
5479:
5478:
5477:
5467:
5466:
5465:
5460:
5450:
5449:
5448:
5438:
5437:
5436:
5431:
5426:
5421:
5411:
5405:
5399:
5391:
5390:
5388:
5387:
5382:
5377:
5372:
5367:
5366:
5365:
5360:
5350:
5344:
5342:
5333:
5322:
5318:
5317:
5314:
5313:
5311:
5310:
5305:
5300:
5294:
5291:
5290:
5288:
5287:
5282:
5277:
5271:
5269:
5263:
5262:
5259:
5258:
5256:
5255:
5250:
5245:
5240:
5234:
5232:
5226:
5225:
5223:
5222:
5217:
5211:
5209:
5203:
5202:
5199:
5198:
5196:
5195:
5194:
5193:
5188:
5178:
5173:
5172:
5171:
5166:
5156:
5150:
5148:
5142:
5141:
5139:
5138:
5137:
5136:
5134:Stoke-on-Trent
5131:
5126:
5116:
5110:
5108:
5104:
5103:
5101:
5100:
5095:
5094:
5093:
5088:
5083:
5078:
5068:
5063:
5058:
5053:
5052:
5051:
5041:
5035:
5033:
5024:
5015:
5004:
4998:
4997:
4993:Modern English
4983:
4981:
4980:
4973:
4966:
4958:
4952:
4951:
4940:
4935:
4927:
4916:
4902:
4887:
4885:. 4 July 2018.
4879:
4871:
4866:Education Week
4856:
4841:
4830:
4819:
4799:10.1038/nn1065
4778:
4749:
4704:
4663:
4652:
4649:
4647:
4646:
4629:
4598:
4573:
4542:
4528:
4497:
4472:
4458:
4417:
4403:
4379:
4352:
4338:
4332:Education Week
4317:
4303:
4289:
4275:
4261:
4247:
4230:
4216:
4184:
4167:
4150:
4133:
4119:
4116:on 2008-07-05.
4101:
4080:
4063:
4049:
4046:on 2017-07-01.
4031:
4006:
3992:
3966:
3935:
3905:
3888:
3870:
3856:
3853:. August 2019.
3842:
3818:
3804:
3787:
3748:
3734:
3720:
3696:
3682:
3668:
3650:
3636:
3619:
3605:
3591:
3588:on 2011-09-19.
3573:
3564:"Morag Styles"
3555:
3537:
3510:(6): 691â710.
3494:
3449:
3418:
3387:
3370:
3356:
3342:
3325:
3311:
3294:
3280:
3266:
3249:
3232:
3215:
3198:
3189:
3164:
3147:
3133:
3119:
3102:
3088:
3074:
3060:
3046:
3032:
3018:
3004:
2987:
2973:
2959:
2945:
2931:
2928:on 2011-08-12.
2903:
2872:
2869:. p. 209.
2852:
2849:on 2011-04-22.
2828:
2811:
2794:
2791:on 2017-07-01.
2776:
2733:
2719:
2694:
2669:
2649:
2628:
2603:
2589:
2571:
2539:
2513:
2482:
2461:
2458:on 2008-07-05.
2439:
2422:
2391:
2364:
2347:
2330:
2313:
2296:
2279:
2248:
2227:
2212:
2210:
2207:
2206:
2205:
2195:
2194:
2189:
2184:
2179:
2174:
2169:
2162:
2159:
2096:
2095:
2092:
2089:
2086:
2079:
2078:
2075:
2072:
2069:
2066:
1983:Report of the
1963:
1960:
1937:
1934:
1933:
1932:
1920:
1908:
1904:
1900:
1897:
1890:
1882:
1878:
1874:
1861:
1858:
1857:
1856:
1848:
1842:
1839:
1838:
1837:
1833:
1830:
1827:
1806:
1805:United Kingdom
1803:
1776:
1775:
1767:
1743:
1739:
1727:
1719:
1677:
1674:
1659:
1658:
1655:
1652:
1649:
1645:
1644:
1643:
1642:
1639:
1636:
1630:
1629:
1613:
1610:
1594:whole language
1577:
1574:
1565:
1564:
1554:
1542:
1536:
1524:
1513:s - k - oo - l
1482:
1460:
1457:
1451:
1448:
1348:Main article:
1345:
1342:
1299:Whole Language
1251:
1248:
1244:
1243:
1239:
1238:
1237:
1236:
1235:
1234:
1228:
1222:
1216:
1210:
1204:
1198:
1192:
1186:
1174:
1173:
1172:
1171:
1170:
1169:
1168:
1162:
1156:
1150:
1144:
1143:- ring, singer
1138:
1132:
1126:
1114:
1113:
1112:
1111:
1110:
1109:
1108:
1102:
1096:
1090:
1084:
1078:
1072:
1066:
1060:
1045:
1044:
1043:
1042:
1041:
1030:
1029:
1025:
1024:
1023:
1022:
1021:
1020:
999:
993:
987:
981:
975:
969:
963:
957:
951:
939:
938:
937:
936:
935:
934:
933:
927:
921:
915:
909:
903:
897:
891:
885:
884:- square, bear
879:
873:
843:
842:
841:
840:
839:
831:
830:
817:
816:
812:
811:
807:
806:
801:
798:
668:
665:
664:
663:
660:Whole language
652:
645:
642:whole language
630:
629:
610:
602:
601:
594:
587:
555:
552:
527:
526:
524:
523:
516:
509:
501:
498:
497:
494:
493:
492:
491:
481:
476:
471:
466:
461:
456:
451:
445:
439:
438:
437:
434:
433:
430:
429:
427:Writing system
424:
419:
414:
409:
404:
399:
394:
389:
384:
379:
374:
369:
364:
358:
352:
351:
350:
347:
346:
343:
342:
337:
332:
327:
321:
317:
316:
315:
312:
311:
308:
307:
302:
297:
291:
285:
284:
283:
280:
279:
276:
275:
270:
265:
260:
254:
250:
249:
248:
245:
244:
241:
240:
238:Whole language
235:
230:
225:
220:
215:
210:
205:
200:
198:Guided reading
195:
190:
185:
180:
174:
168:
167:
166:
163:
162:
159:
158:
153:
148:
143:
138:
132:
128:
127:
126:
123:
122:
119:
118:
113:
108:
103:
98:
92:
88:
87:
86:
83:
82:
79:
78:
73:
68:
62:
56:
55:
54:
51:
50:
42:
41:
35:
34:
15:
13:
10:
9:
6:
4:
3:
2:
7492:
7481:
7478:
7476:
7473:
7471:
7468:
7467:
7465:
7450:
7447:
7445:
7442:
7441:
7439:
7435:
7429:
7426:
7424:
7421:
7419:
7416:
7414:
7411:
7409:
7406:
7404:
7401:
7399:
7396:
7394:
7391:
7389:
7386:
7384:
7383:Learning Ally
7381:
7379:
7376:
7375:
7373:
7369:
7359:
7356:
7354:
7351:
7350:
7348:
7344:
7338:
7335:
7333:
7330:
7329:
7327:
7323:
7315:
7312:
7311:
7310:
7307:
7305:
7302:
7300:
7297:
7296:
7294:
7292:
7288:
7282:
7279:
7277:
7274:
7272:
7269:
7267:
7264:
7262:
7259:
7257:
7254:
7252:
7249:
7247:
7244:
7242:
7239:
7237:
7234:
7232:
7229:
7227:
7224:
7222:
7219:
7218:
7216:
7214:
7213:communication
7209:
7205:
7202:
7198:
7194:
7190:
7183:
7178:
7176:
7171:
7169:
7164:
7163:
7160:
7148:
7145:
7143:
7140:
7139:
7137:
7133:
7127:
7124:
7122:
7119:
7117:
7114:
7112:
7109:
7107:
7104:
7102:
7099:
7097:
7094:
7092:
7089:
7088:
7086:
7082:
7076:
7073:
7071:
7068:
7066:
7063:
7061:
7058:
7056:
7053:
7051:
7048:
7046:
7043:
7041:
7038:
7036:
7033:
7031:
7028:
7026:
7023:
7021:
7018:
7017:
7015:
7013:
7009:
7003:
7000:
6998:
6995:
6993:
6990:
6988:
6984:
6982:
6979:
6978:
6976:
6972:
6966:
6963:
6961:
6958:
6956:
6953:
6951:
6948:
6946:
6943:
6942:
6940:
6936:
6932:
6927:
6923:
6916:
6911:
6909:
6904:
6902:
6897:
6896:
6893:
6881:
6878:
6876:
6873:
6871:
6868:
6866:
6863:
6861:
6858:
6856:
6853:
6851:
6848:
6846:
6843:
6841:
6838:
6836:
6833:
6831:
6828:
6826:
6823:
6822:
6820:
6816:
6810:
6807:
6803:
6800:
6799:
6798:
6795:
6793:
6790:
6788:
6785:
6783:
6780:
6778:
6775:
6773:
6770:
6768:
6765:
6763:
6760:
6758:
6755:
6753:
6750:
6748:
6745:
6741:
6738:
6736:
6733:
6732:
6730:
6728:
6725:
6723:
6720:
6718:
6715:
6713:
6710:
6708:
6705:
6703:
6700:
6698:
6695:
6693:
6690:
6688:
6685:
6683:
6680:
6678:
6675:
6673:
6670:
6668:
6665:
6663:
6660:
6658:
6655:
6653:
6650:
6648:
6645:
6643:
6640:
6638:
6635:
6633:
6630:
6629:
6627:
6623:
6617:
6616:Luxembourgish
6614:
6612:
6609:
6605:
6604:Maastrichtian
6602:
6601:
6599:
6597:
6594:
6592:
6589:
6587:
6584:
6582:
6579:
6577:
6574:
6572:
6569:
6567:
6564:
6562:
6559:
6557:
6554:
6552:
6549:
6547:
6544:
6542:
6539:
6537:
6534:
6532:
6529:
6527:
6524:
6522:
6519:
6515:
6512:
6510:
6507:
6506:
6504:
6502:
6499:
6497:
6494:
6492:
6489:
6485:
6482:
6480:
6477:
6475:
6472:
6471:
6469:
6465:
6462:
6460:
6457:
6456:
6454:
6452:
6449:
6445:
6442:
6440:
6437:
6436:
6434:
6432:
6429:
6427:
6424:
6423:
6421:
6417:
6411:
6408:
6406:
6403:
6399:
6396:
6394:
6391:
6389:
6386:
6384:
6381:
6379:
6376:
6374:
6371:
6369:
6366:
6364:
6361:
6359:
6356:
6355:
6354:
6351:
6347:
6344:
6342:
6339:
6338:
6336:
6334:
6331:
6329:
6326:
6324:
6321:
6319:
6316:
6312:
6309:
6307:
6304:
6302:
6299:
6297:
6294:
6292:
6289:
6287:
6284:
6283:
6281:
6279:
6276:
6274:
6271:
6269:
6266:
6264:
6261:
6259:
6256:
6254:
6251:
6247:
6244:
6242:
6239:
6237:
6234:
6232:
6229:
6227:
6224:
6223:
6221:
6219:
6216:
6214:
6211:
6209:
6206:
6204:
6201:
6199:
6196:
6195:
6193:
6189:
6181:
6178:
6176:
6173:
6171:
6168:
6166:
6163:
6161:
6158:
6156:
6153:
6152:
6151:
6148:
6146:
6145:Orthographies
6143:
6141:
6138:
6137:
6134:
6130:
6126:
6119:
6114:
6112:
6107:
6105:
6100:
6099:
6096:
6084:
6081:
6079:
6076:
6074:
6071:
6069:
6066:
6064:
6061:
6059:
6056:
6054:
6051:
6049:
6048:International
6046:
6042:
6039:
6037:
6034:
6033:
6031:
6029:
6026:
6024:
6021:
6019:
6016:
6014:
6011:
6009:
6006:
6004:
6001:
5999:
5996:
5994:
5991:
5989:
5986:
5985:
5983:
5979:
5969:
5966:
5964:
5961:
5959:
5956:
5954:
5951:
5949:
5946:
5944:
5941:
5940:
5938:
5936:
5932:
5926:
5923:
5921:
5918:
5916:
5913:
5909:
5906:
5905:
5904:
5901:
5899:
5896:
5895:
5893:
5891:
5887:
5881:
5878:
5877:
5874:
5871:
5867:
5861:
5858:
5856:
5853:
5851:
5848:
5844:
5841:
5839:
5836:
5835:
5834:
5831:
5829:
5826:
5824:
5821:
5819:
5816:
5814:
5811:
5809:
5806:
5804:
5801:
5799:
5796:
5794:
5791:
5789:
5786:
5785:
5783:
5779:
5769:
5766:
5764:
5761:
5757:
5754:
5753:
5752:
5749:
5747:
5744:
5743:
5740:
5734:
5731:
5729:
5728:Torres Strait
5726:
5724:
5721:
5719:
5716:
5712:
5709:
5708:
5707:
5704:
5703:
5701:
5699:
5695:
5692:
5688:
5678:
5675:
5673:
5670:
5669:
5666:
5660:
5657:
5655:
5652:
5650:
5647:
5645:
5642:
5638:
5635:
5634:
5633:
5630:
5628:
5625:
5623:
5620:
5618:
5615:
5614:
5612:
5610:
5606:
5592:
5589:
5587:
5584:
5582:
5579:
5577:
5574:
5572:
5569:
5567:
5564:
5562:
5559:
5555:
5552:
5551:
5550:
5547:
5546:
5544:
5538:
5532:
5529:
5525:
5522:
5520:
5517:
5516:
5515:
5512:
5508:
5505:
5503:
5500:
5498:
5495:
5493:
5490:
5488:
5485:
5484:
5483:
5480:
5476:
5473:
5472:
5471:
5468:
5464:
5463:North-Central
5461:
5459:
5456:
5455:
5454:
5451:
5447:
5444:
5443:
5442:
5441:New York City
5439:
5435:
5432:
5430:
5427:
5425:
5422:
5420:
5417:
5416:
5415:
5412:
5410:
5407:
5406:
5403:
5400:
5398:
5392:
5386:
5383:
5381:
5378:
5376:
5375:Ottawa Valley
5373:
5371:
5368:
5364:
5361:
5359:
5356:
5355:
5354:
5351:
5349:
5346:
5345:
5343:
5341:
5337:
5334:
5332:
5326:
5323:
5319:
5309:
5306:
5304:
5301:
5299:
5296:
5295:
5292:
5286:
5283:
5281:
5278:
5276:
5273:
5272:
5270:
5268:
5264:
5254:
5251:
5249:
5246:
5244:
5241:
5239:
5236:
5235:
5233:
5231:
5227:
5221:
5218:
5216:
5213:
5212:
5210:
5208:
5204:
5192:
5189:
5187:
5184:
5183:
5182:
5179:
5177:
5174:
5170:
5169:Multicultural
5167:
5165:
5162:
5161:
5160:
5157:
5155:
5152:
5151:
5149:
5147:
5143:
5135:
5132:
5130:
5129:Black Country
5127:
5125:
5122:
5121:
5120:
5119:West Midlands
5117:
5115:
5114:East Midlands
5112:
5111:
5109:
5105:
5099:
5096:
5092:
5089:
5087:
5084:
5082:
5079:
5077:
5074:
5073:
5072:
5069:
5067:
5064:
5062:
5059:
5057:
5054:
5050:
5047:
5046:
5045:
5042:
5040:
5037:
5036:
5034:
5032:
5028:
5025:
5023:
5019:
5016:
5014:
5008:
5005:
5003:
4999:
4994:
4990:
4986:
4979:
4974:
4972:
4967:
4965:
4960:
4959:
4956:
4945:
4941:
4939:
4936:
4932:
4928:
4921:
4917:
4913:
4912:
4907:
4903:
4899:
4898:
4893:
4888:
4884:
4880:
4876:
4872:
4868:
4867:
4862:
4857:
4853:
4852:
4847:
4842:
4835:
4831:
4824:
4820:
4816:
4812:
4808:
4804:
4800:
4796:
4793:(7): 767â73.
4792:
4788:
4787:Nat. Neurosci
4784:
4779:
4775:
4771:
4767:
4763:
4759:
4755:
4750:
4746:
4742:
4738:
4734:
4729:
4724:
4720:
4716:
4715:
4710:
4705:
4701:
4697:
4693:
4689:
4685:
4681:
4677:
4673:
4669:
4664:
4660:
4655:
4654:
4650:
4639:
4633:
4630:
4619:on 2018-08-26
4615:
4608:
4602:
4599:
4588:on 2019-07-30
4587:
4583:
4577:
4574:
4563:on 2022-10-09
4559:
4552:
4546:
4543:
4538:
4532:
4529:
4518:on 2022-10-09
4514:
4507:
4501:
4498:
4487:on 2019-07-30
4486:
4482:
4476:
4473:
4468:
4462:
4459:
4454:
4450:
4445:
4440:
4436:
4432:
4428:
4421:
4418:
4413:
4407:
4404:
4399:
4396:. June 2018.
4395:
4394:
4389:
4383:
4380:
4376:
4375:public domain
4362:
4356:
4353:
4348:
4342:
4339:
4334:
4333:
4328:
4321:
4318:
4313:
4307:
4304:
4299:
4293:
4290:
4285:
4279:
4276:
4271:
4265:
4262:
4257:
4251:
4248:
4240:
4234:
4231:
4226:
4220:
4217:
4201:
4194:
4188:
4185:
4177:
4171:
4168:
4160:
4154:
4151:
4143:
4137:
4134:
4129:
4123:
4120:
4115:
4111:
4105:
4102:
4097:
4090:
4084:
4081:
4073:
4067:
4064:
4060:. 2016-06-04.
4059:
4053:
4050:
4045:
4041:
4035:
4032:
4021:on 2018-07-09
4020:
4016:
4010:
4007:
4002:
3996:
3993:
3981:
3977:
3970:
3967:
3962:
3958:
3954:
3950:
3946:
3939:
3936:
3923:
3919:
3917:
3909:
3906:
3898:
3892:
3889:
3884:
3883:The Economist
3880:
3874:
3871:
3866:
3860:
3857:
3852:
3846:
3843:
3838:
3834:
3833:
3828:
3822:
3819:
3814:
3808:
3805:
3797:
3791:
3788:
3783:
3771:
3763:
3759:
3752:
3749:
3744:
3738:
3735:
3730:
3724:
3721:
3716:
3712:
3711:
3706:
3700:
3697:
3692:
3686:
3683:
3679:. 6 May 2015.
3678:
3672:
3669:
3664:
3660:
3654:
3651:
3646:
3640:
3637:
3629:
3623:
3620:
3616:. 3 May 2013.
3615:
3609:
3606:
3601:
3595:
3592:
3587:
3583:
3577:
3574:
3569:
3565:
3559:
3556:
3551:
3547:
3541:
3538:
3533:
3529:
3525:
3521:
3517:
3513:
3509:
3505:
3498:
3495:
3490:
3486:
3482:
3478:
3474:
3470:
3463:
3456:
3454:
3450:
3439:on 2013-03-21
3435:
3428:
3422:
3419:
3408:on 2013-04-01
3404:
3397:
3391:
3388:
3380:
3374:
3371:
3366:
3360:
3357:
3352:
3346:
3343:
3335:
3329:
3326:
3321:
3315:
3312:
3304:
3298:
3295:
3290:
3284:
3281:
3276:
3270:
3267:
3259:
3253:
3250:
3242:
3236:
3233:
3225:
3219:
3216:
3208:
3202:
3199:
3193:
3190:
3179:on 2018-04-30
3178:
3174:
3168:
3165:
3157:
3151:
3148:
3144:. 2016-04-18.
3143:
3137:
3134:
3130:. 2014-10-30.
3129:
3123:
3120:
3112:
3106:
3103:
3098:
3092:
3089:
3084:
3078:
3075:
3070:
3064:
3061:
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3042:
3036:
3033:
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3022:
3019:
3014:
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3005:
2997:
2991:
2988:
2983:
2977:
2974:
2969:
2963:
2960:
2955:
2949:
2946:
2941:
2935:
2932:
2924:
2920:
2913:
2907:
2904:
2893:on 2020-02-15
2889:
2882:
2876:
2873:
2865:
2859:
2857:
2853:
2845:
2838:
2832:
2829:
2821:
2815:
2812:
2804:
2798:
2795:
2790:
2786:
2780:
2777:
2772:
2768:
2764:
2760:
2756:
2749:
2742:
2740:
2738:
2734:
2729:
2723:
2720:
2709:on 2021-04-17
2708:
2704:
2698:
2695:
2684:on 2020-06-05
2683:
2679:
2673:
2670:
2662:
2656:
2654:
2650:
2645:
2641:
2635:
2633:
2629:
2618:on 2019-07-30
2617:
2613:
2607:
2604:
2599:
2593:
2590:
2585:
2581:
2575:
2572:
2556:
2549:
2543:
2540:
2527:
2523:
2517:
2514:
2503:on 2010-02-05
2499:
2492:
2486:
2483:
2478:
2471:
2465:
2462:
2457:
2453:
2449:
2443:
2440:
2432:
2426:
2423:
2412:on 2010-05-12
2408:
2401:
2395:
2392:
2387:
2383:
2379:
2375:
2368:
2365:
2357:
2351:
2348:
2340:
2334:
2331:
2323:
2317:
2314:
2306:
2300:
2297:
2289:
2283:
2280:
2269:on 2018-01-06
2265:
2258:
2252:
2249:
2237:
2231:
2228:
2223:
2217:
2214:
2208:
2204:
2202:
2197:
2196:
2193:
2190:
2188:
2185:
2183:
2180:
2178:
2175:
2173:
2170:
2168:
2165:
2164:
2160:
2158:
2155:
2150:
2148:
2143:
2141:
2137:
2133:
2128:
2126:
2122:
2117:
2113:
2110:
2104:
2101:
2093:
2090:
2087:
2084:
2083:
2082:
2076:
2073:
2070:
2067:
2062:
2044:
2038:
2020:
2016:
2012:
2008:
2004:
2000:
1996:
1995:
1994:
1992:
1988:
1986:
1980:
1979:meta-analysis
1975:
1973:
1969:
1962:United States
1961:
1959:
1956:
1953:
1949:
1947:
1942:
1935:
1929:
1925:
1921:
1918:
1914:
1909:
1905:
1901:
1898:
1895:
1891:
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1883:
1879:
1875:
1872:
1868:
1864:
1863:
1859:
1853:
1849:
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1825:
1824:
1823:
1820:
1816:
1812:
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1802:
1799:
1794:
1790:
1785:
1782:
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1768:
1764:
1760:
1756:
1752:
1748:
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1736:
1732:
1728:
1725:
1720:
1717:
1713:
1709:
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1700:
1696:
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1683:
1675:
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1671:
1666:
1664:
1656:
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1646:
1640:
1637:
1634:
1633:
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1631:
1627:
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1625:
1622:
1620:
1611:
1609:
1607:
1603:
1599:
1595:
1591:
1587:
1583:
1575:
1569:
1562:
1558:
1555:
1552:
1548:
1547:
1543:
1540:
1537:
1534:
1530:
1529:
1525:
1522:
1518:
1514:
1510:
1506:
1502:
1498:
1494:
1490:
1486:
1483:
1481:
1477:
1473:
1469:
1466:
1465:
1464:
1458:
1456:
1449:
1447:
1443:
1441:
1437:
1433:
1429:
1425:
1421:
1417:
1416:word families
1413:
1409:
1405:
1401:
1397:
1393:
1389:
1385:
1381:
1379:
1375:
1371:
1367:
1363:
1358:
1357:
1351:
1343:
1341:
1339:
1334:
1331:
1328:
1323:
1319:
1315:
1311:
1309:
1307:
1302:
1300:
1294:
1290:
1286:
1281:
1279:
1274:
1272:
1268:
1264:
1256:
1249:
1242:
1232:
1229:
1226:
1223:
1220:
1217:
1214:
1211:
1208:
1205:
1203:- vet, sleeve
1202:
1199:
1196:
1193:
1190:
1187:
1184:
1181:
1180:
1179:
1178:
1177:
1176:
1175:
1166:
1163:
1160:
1157:
1154:
1151:
1148:
1145:
1142:
1139:
1136:
1133:
1130:
1127:
1124:
1121:
1120:
1119:
1118:
1117:
1116:
1115:
1106:
1103:
1100:
1097:
1094:
1091:
1088:
1085:
1082:
1079:
1077:- dog, ladder
1076:
1073:
1070:
1067:
1064:
1061:
1059:- boy, rabbit
1058:
1055:
1054:
1053:
1052:
1051:
1050:
1049:
1048:
1040:
1037:
1036:
1035:
1034:
1028:
1013:
1003:
1000:
997:
994:
991:
988:
986:- plug, glove
985:
982:
979:
976:
974:- down, house
973:
970:
967:
964:
961:
958:
955:
952:
949:
946:
945:
944:
943:
942:
941:
940:
931:
928:
925:
922:
920:- pig, wanted
919:
916:
913:
910:
907:
904:
901:
898:
895:
892:
889:
886:
883:
880:
877:
874:
866:
856:
853:
852:
851:
850:
849:
848:
847:
846:
838:
835:
834:
833:
832:
828:
822:
819:
818:
814:
813:
809:
808:
804:
803:
799:
797:
795:
791:
787:
783:
779:
774:
770:
767:
763:
762:pronunciation
759:
755:
750:
748:
744:
740:
736:
731:
729:
725:
721:
717:
712:
708:
706:
702:
698:
695:sounds (e.g.
694:
690:
686:
682:
678:
674:
666:
661:
657:
653:
650:
646:
643:
639:
638:
637:
635:
627:
623:
619:
615:
611:
607:
606:
605:
599:
595:
592:
588:
585:
581:
577:
573:
572:speech sounds
569:
565:
561:
560:
559:
553:
547:
543:
541:
537:
533:
522:
517:
515:
510:
508:
503:
502:
500:
499:
490:
487:
486:
485:
482:
480:
477:
475:
472:
470:
467:
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6170:Prepositions
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6600:Limburgish
6491:Greenlandic
6368:New Zealand
6301:Northern Wu
6160:Determiners
6140:Phonologies
6125:Phonologies
5958:Philippines
5751:New Zealand
5637:Bay Islands
5617:The Bahamas
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1749:and now at
1039:Consonants:
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667:Methodology
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7309:Dysgraphia
7276:Stuttering
7200:Conditions
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6860:Vietnamese
6731:Ripuarian
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6611:Lithuanian
6521:Hindustani
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6311:Historical
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5081:Sunderland
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4623:2019-05-15
4592:2019-05-15
4567:2020-03-11
4522:2019-05-15
4491:2019-05-15
4025:2018-07-08
3985:30 January
3443:2011-09-09
3412:2014-06-16
3183:2018-04-30
2897:2012-03-17
2713:2021-01-15
2688:2021-01-15
2622:2019-05-15
2507:2021-01-15
2416:2021-01-15
2273:2018-01-05
2209:References
1855:evidence".
1815:Systematic
1505:p - l - ow
1392:phonograms
1271:systematic
1267:explicitly
1233:- treasure
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598:segmenting
489:Children's
484:Literature
412:Vocabulary
407:Sight word
330:Hyperlexia
300:Legibility
7142:In Africa
7126:Mongolian
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6960:Graphemes
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6735:Colognian
6692:Old Saxon
6677:Norwegian
6642:Maldivian
6586:Latgalian
6531:Icelandic
6526:Hungarian
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6291:Cantonese
6268:Bulgarian
6241:Levantine
6213:Afrikaans
5963:Singapore
5925:Sri Lanka
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5706:variation
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5475:Baltimore
5358:Lunenburg
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4209:August 8,
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3524:0141-1926
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2564:August 8,
2241:5 January
2007:syllables
1997:Teaching
1877:reading."
1819:Synthetic
1612:Australia
1497:k - a - t
1414:, or use
778:role play
735:syllables
720:Dictation
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568:graphemes
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7299:Dyslexia
7189:Dyslexia
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6938:Overview
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649:Look say
644:method).
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392:Morpheme
387:Language
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354:Language
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7012:Types
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6865:Welsh
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