Instruction for beginning readers is thought to be needed on several fronts, including phonemic awareness, phonics, fluency, reading comprehension, and vocabulary. contextualised systematic phonics is more effective than discrete systematic phonics. The importance of systematic phonics instruction in relation to the teaching of reading has been increasingly recognised by English-speaking countries. Systematic phonics instruction helped children learn to read better than all forms of control group instruction, including whole language. Systematic phonics is not one specific method of teaching phonics; rather, it is a family of phonics instruction that includes methods such as synthetic phonics and analytic phonics. Regarding phonemic awareness, the National Reading Panel confirmed that: • Phonemic awareness can be taught. Systematic instruction is a method of teaching students all of the major letters and sounds by using a logical scope and sequence. Phonics instruction in and of itself isn’t necessarily effective. Although phonics instruction is primarily designed for L1 beginners in the primary grades and for children Phonics instruction phonics will be defined as the systematic and explicit instruction of letter sound correspondence. on reading instruction, carried out by the National Institute of Child Health and Human Development (2000). Systematic synthetic phonics therefore is a sequential order of teaching children to read through explicit instruction in learning and working with phonemes. Systematic phonics instruction results in better growth in children’s ability to comprehend what they read than non-systematic or no phonics instruction. In sum, systematic phonics Successful programs or meth ­ ods use explicit phonics instruction that is systematic. They are "systematic" 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. • The early reading success of children in the kindergarten and first Phonics instruction improves word reading skills, especially for kindergartners, first graders, and older struggling readers. • Systematic phonics instruction was significantly more effective in improving low economic status, children’s alphabetic knowledge, and word-reading skills than instructional methods that were less focused on phonemic awareness. The effects of phonics instruction on students in second through sixth grades are limited to improving their word reading and oral text reading skills. With regard to phonics, its meta-analysis of hundreds of studies confirmed the findings of the National Research Council: Teaching phonics (and related phonics skills, such as phonemic awareness) is a more effective way to teach children early reading skills than is embedded phonics or no phonics instruction (taken from National Institute of Child Health and Human Development [2000]. Why teach phonics? Phonics is NOT a mere superfluous add-on. Use lowercase letters for beginning instruction. Systematic phonics instruction is a way of teaching reading that stresses the acquisition of letter-sound correspondences and their use to read and spell words (Harris & Hodges, 1995). In 2000 the USA’s National Reading Panel advocated systematic phonics instruction as part of a These consonant digraph word lists were created for phonics instruction during a word recognition lesson plan. Phonics 1. 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