1. Effective Phonics Approaches
1.1. Systematic
1.1.1. -Content designed according to a specific system
1.1.1.1. -Example- Letters Training Program, Dyslexia Programs
1.1.2. -Sequence of instruction-curriculum or program
1.1.3. -Teachers can systematically form instruction by keeping track of students' strengths and needs.
1.2. Explict
1.2.1. -Clear demonstration that is passing on control.
1.2.1.1. -Example- "I do you watch," "I do you help," "You do I watch," "You do I help"
1.2.2. -Clearly and systematically stating the principle that you are teaching
1.2.2.1. -Example- Text-free and text-connected
1.3. Multimodal
1.3.1. -Engaging multiple modes or senses when reading and writing
1.3.1.1. -Example- Touching your finger under your mouth when speaking or touching the words as they are read.
1.3.2. -Writing forces multimodal experiences as children look at letters and sounds.
1.3.2.1. -Example- Use magnetic letters to touch and move to form words
2. Analytic Phonics Approach
2.1. -Begins with a word that a child knows and is broken into components.
2.1.1. -Example- Highlighting the long /e/ sound in the word bed. Instructing students to find similar words with a long /e/ sound.
2.2. -Tends to be confusing often if only used as an introduction
3. Synthetic Phonics Approach
3.1. -Teaching students individual letters/groups
3.1.1. -Example- Teaching the letter /a/ and then teaching students how to blend the sounds in words such as bat and fat.
3.2. -Teaching students how to blend these letters and sounds
3.3. -Type of supplemental program often used in school
4. Contemporary Phonics Approaches
4.1. Spelling Based Approaches
4.1.1. -Word Study- Students categorize words based on their common orthographic characteristics
4.1.2. -Making Words-Students are given letters that can be formed into words and then asked to sort words based on their orthographic features
4.1.3. -Meta-phonics- Reading and Spelling are taught through social interaction and problem solving.
4.2. Analogy Based Approaches
4.2.1. -Students use parts of words that they do know to decode words.
4.2.2. -Students learn 120 key words with common phonogram patterns-5 to 6 words are introduced each week
4.2.3. -Used as an instructional component-Benchmark Word Identification Program
4.3. Embeded Phonics Approaches
4.3.1. -Used throughout reading recovery programs
4.3.2. -Phonics instruction occurs in context and is part of the reading and writing processes
4.3.3. -Approach is embeded within the classroom instruction