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Implicit phonics works from the whole word to the smallest parts. Explicit phonics works from the smallest parts to the whole word.

Words were introduced through meanings firstchildren encouraged to rely on context and pictures. (Adams 1990, p. 5)

Reading two words using implicit phonics. (But does this really happen?)

Professor taught 8 YO son to read correctly prior to school. He could read anything. In 3rd he threw wrappings down on grass. When admonished: Sign says DUMPING PERMITTED (Sign actually
said Dumping PROHIBITED)

We learn most skills from part to whole (piano). Learning how to read is no different. In explicit phonics the sounds associated with letters are identified in isolation and then blended together to form words.
(Becoming a Nation of Readers, Center for the Study of Reading, National Institute of Education 1984, p.39)

Skillful readers ability to read long words depends on their ability to break the words into syllables. (Adams 1990, p.25)

Human attention is limited. To understand connected text our attention cannot be directed to the identities of individual words and letters.
(Adams, 1990, p. 91)

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These teaching tips are very easily adaptable to work with any reading program.

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Short-vowel sounds can be difficult to learn, but are the foundation of the English Language. Its best to teach them first, and in isolation. There is evidence that many young children cannot extract an individual sound from hearing it within a word. (Becoming a Nation of Readers
1984, p.39)

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Letter-sound relationships should always be lavishly illustrated with words to provide concrete exemplars for what can otherwise be confusing, abstract words. (Becoming a Nation of Readers 1984,
p.42)

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To conquer the letter-order problemset primers in large type. (Adams 1990, p. 25)

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Phonemic awareness teaches the sounds of a word. Consider two words circus and panic: two syllables, etc. (See next slide)

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Russian has different symbols for sounds. Puts you in the shoes of a child not knowing English letter/sound relationships.

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Phonemic awareness is not the same thing as phonics instruction! (This is a literal translation of
English to Russian. Russian is always phonetic, while English has different pronunciations. Thats why English is such fun!)

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Clinical Studies of Multisensory Structured Language Instruction for Students with Dyslexia & Related Disorders, McIntyre and Pickering, 1996.

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Blending is even more important than segmenting in acquiring reading skills. (Wagner & Torgesen,
Psychological Bulletin, Vol.101, No 2)

Teachers who spend more than average time on blending produce larger than average gains on 1st and 2nd grade reading achievement tests.
(Becoming a Nation of Readers 1984, p.39)

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Sis sat. Only two words. Just because a student can read a single word does not mean he is ready to read whole sentences!

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A successful technique is to have children repeatedly read the same selections until an acceptable standard of fluency is attained.
(Becoming a Nation of Readers 1984, p.54)

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Marilyn Jager Adams, Annals of Dyslexia, 1997, Vol.47

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Easier to teach, easier to learn. More difficult to teach all spellings of a phoneme at once.

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One of the best ways to decrease performance is to present competing information such as the use of pictures to accompany text. (Robert Calfee, Memory
and Cognitive Skills in Reading Acquisition, Reading Perception and Language 1975)

A high proportion of words in the earliest selections children read should conform to the phonics they have already been taught. (Becoming a Nation of
Readers 1984, p.47)

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Human attention is limited. To understand connected text our attention cannot be directed to the identities of individual words and letters.
(Adams, 1990, p. 91)

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The more you direct attention to the mechanics of reading, the less attention you have available to support understanding. Adams, 1990, p. 20) Context has its effect only after the word is identified. (Adams, 1990)

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Even misreading only one word of a text can change the meaning of the whole thing! Im reminded of the young boy who mistook Dumping Permitted for Dumping Prohibited.

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Dolores G. Hiskes, Phonics Pathways, Jossey-Bass, 2005

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A high proportion of words in the earliest selections children red should conform to the phonics they have already been taught. (Becoming
a Nation of Readers, 1984, p.47)

No one would expect a novice pianist to sight read a new selection every day, but that is exactly what is expected of the beginning reader.
(Becoming a Nation of Readers, 1984, p.53)

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Reading remains slow, laborious, and uncertain if words are learned randomly.

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Rules are specific spellings for a given reason. Patterns are words that happen to be spelled a certain way, often derived from other languages, such as chorus from Greek.
(Susan Ebbers, Vocabulary Through Morphemes, Sopris West 2004)

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Linguistic awareness develops logical and analytical thinking. (Adams 1990, p. 39) Many of my students math scores improved without tutoring. Others have similar stories.

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I saw this performance and have the video also. Pam Barret was NRRF Teacher of the Year.

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Here is a summary of these techniques in the form of a cake: A Foolproof Recipe for Reading Enjoy!

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