Phoneme Sequence Chart and Word List

1 Across the top of the Chart are the 44 phonemes in theEnglish language and their most common phonemes are shown left-to-right in their order ofteaching in School underneath each Phoneme is a list of practicewords that are presented in School Phonics as new pho-nemes are introduced. Each word is presented only afterthe phonemes in the word have been addition to the practice words in each lesson, stu-dents will be able to read many other words composedof the phonemes they have learned. For example, inaddition to the practice words under the Phoneme /n/,they could also read the following words : Phoneme Sequence Chart and Word Listas presented in School Phonicsspan,prone,ponytail,plant,paint,b land,taint,retain,slant,strain,Spain,(et c.)

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3 Practice WordsReading Volume, Comprehension and VocabularyReading IndependenceAchieving the ability to read independently early in a child sschooling pays huge dividends in academic work and in personalgrowth. After completing School Phonics, a child can read anybook of his or her choosing as well as the subject matter booksassigned by the of ReadingEarly reading independence will have a pronounced effect onthe academic achievement of children. If a child reads approxi-mately one hour each day, over the course of a year, he or shewill have read in excess of 10 million words . Delaying the onsetof reading beyond when it could have started will unnecessarilycreate and perpetuate an achievement gap that is almost impos-sible to narrow.

4 This is referred to as the Matthew Effect; therich get richer and the poor get poorer. The importance ofreading independence early can be observed by noting that inthe third grade curriculum, new vocabulary in the traditionalsubjects amounts to over 25,000 is widely agreed that most vocabulary growth takes placeindirectly from exposure to language rather than through directinstruction. One of the primary sources of new vocabularyacquisition is through reading. The earlier a child can readindependently, the sooner he or she will acquire a greaterknowledge of words necessary to comprehend written text.

5 Amore extensive vocabulary will also provide additional resourcesfor cognitive development as well. To a great extent, we thinkwith words ; the more words a child knows, the greater will bethe quality of his or her of the Alphabetic CodeAt the conclusion of School Phonics, a child will be able to readany word that is phonetically regular in the language; that is,over 85% of the English language. Knowing the reciprocalrelationship between speech and print gives a child access to thewritten equivalent of his or her oral vocabulary as well as theopportunity to learn new course of instruction in School Phonics covers all of theessential concepts, skills and strategies children will need tolearn to read and understand text.

6 Over time, as the text theyencounter becomes more complex, they can build on what theyhave learned and acquire new skills and strategies to meet thedemands for greater understanding. Research indicates thatthere is little evidence of reading comprehension deficits in thepresence of high levels of word recognition and listening com-prehension Didax, Inc. All rights Sequence Chart and Word Listas presented in School PhonicsPhonemesA Phoneme is a basic unit of sound that can change the meaningof a word. The words in the English language are made from 44phonemes. For example, the word Phoneme is composed of fivesounds:/f/ /o/ /n/ /e/ /m/Blending, or combining, these separate sounds creates the School Phonics, children learn all 44 phonemes and their mostcommon spellings.

7 As seen above, the Phoneme /f/ may bewritten as ph. By learning the phonemes and their commonspellings, children will be able to read any word in the Englishlanguage that is phonetically regular. In fact, more than 85% ofthe words we read are phonetically and Explicit PhonicsThe findings of the National Reading Panel (2000) determinedthat the most effective reading programs all had one importantthing in common: systematic and explicit phonics also concluded that systematic and explicit phonics in-struction was especially effective and beneficial for children atrisk for reading failure. The panel offered the following defini-tion: A program of systematic phonics instruction clearlyidentifies a carefully selected and useful set of letter-soundrelationships and then organizes the introduction of theserelationships into a logical instructional Sequence .

8 Synthetic PhonicsFor phonics instruction to be effective, phonemes must beseparated from words and taught as individual entities. Knowingthe individual sounds and their spelling(s) enables one to syn-thesize (build up) sounds to form words through a example:sound = /s/ /ou/ /n/ /d//s/ + /ou/ = sousou + /n/ = sounsoun + /d/ = soundEarly Reading SuccessWith the introduction of each new Phoneme , the student canread many new words using previously learned phonemes,ensuring a feeling of early success in reading. Each Phoneme isthen used over and over providing practice and integratedreview. In a very short time, the student can read thousands Phonics is a publication ofDidax Educational Resources, Main StreetRowley.

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