Mrs. Wordsmith: Readiculous App Review

Jaymi Thiessen on July 30, 2024

Looking for effective ways to boost literacy skills? Exploring reviews on phonics.org can provide valuable insights to enhance your child or student’s educational journey.

Continue reading this review to see more details of the Readiculous app. 

What is Readiculous?

Readiculous is a literacy app developed by the brand Mrs. Wordsmith in conjunction with animator Craig Kellman. The app is intended for children ages 3-7 to learn foundational literacy skills. 

The Readiculous app emphasizes the science of reading in its literacy instruction, ensuring a research-backed approach to learning. Each account supports up to four users, with a 7-day free trial period before transitioning to a paid subscription model. The app encourages daily engagement with recommended 10-minute sessions and offers an ad-free environment for uninterrupted learning.

Is Readiculous Easy to Use?

The following factors impact the ease of use in the Readiculous app. 

Navigation and Gameplay

Readiculous offers user-friendly navigation and accessible gameplay designed to cater to young learners. Users can select between U.S. or U.K. accents for language options during the simple setup process. Three simple placement questions easily determine where a child should begin in the sequence of lessons. 

Readiculous uses simple placement questions for new players

Each character featured in Readiculous has their own personalized map complete with unique background, music, and games. The characters follow straightforward paths easily followed by young players. This map provides a sense of progress and accomplishment for the players. 

Sequential lessons are completed step-by-step in the main area of Readiculous

Accessibility

Readiculous prioritizes accessibility with games that are intuitively designed and easy for young players to learn. However, a notable limitation is the inability to repeat instructions within the games, which may frustrate some users who need clarification or miss the initial instructions. This aspect could be improved to enhance user experience and reduce frustration during gameplay.

Another accessibility concern is related to sound effects customization. While some sound effects can be disabled, not all can be muted. This can pose challenges for children with attention, focus, auditory processing issues, or hearing concerns, as they may find certain sounds distracting or overwhelming. Providing more comprehensive options to adjust or silence all sound effects would be useful.

Engagement in the Readiculous App

There are several factors that contribute to the engagement within the Readiculous app. 

Visual Appeal

Readiculous excels in visual appeal, captivating young learners with its charming animations and adorable characters. Animator Craig Kellman designed the characters, who have a humorous and unique charm in the games. The characters have well-thought-out personalities and preferences which can further draw children deeper into the game. The music also adds to the engaging atmosphere, providing a lively backdrop to the learning experience.

Gameplay Rewards

Readiculous gives players a variety of engaging rewards that complement its educational focus without detracting from learning objectives. Children are celebrated with cheers, confetti, and verbal praise. Short videos that feature cute characters engaged in activities together also serve as motivational rewards.

Players can also earn coins, adding a tangible element to their achievements within the app. Readiculous has a nice balance of external rewards without taking away from the learning goals of the app. 

Engagement With Games

Readiculous features a range of games that cater to young players. Some games may lack variety such as popping bubbles only to hear one reaction sound. Other games leverage texting interactions to enhance gameplay appeal.

A texting game in the Readiculous app

The app contains mainly passive participation where children tap or observe the information. However, there are opportunities for more active engagement, such as accurately rebuilding words from scattered letters. Incorporating more activities that require active participation could further enhance the learning experience, providing opportunities for hands-on practice and reinforcing literacy skills in a dynamic way. 

Learning to Read With Readiculous

These factors contribute to the quality of literacy learning within the Readiculous app. 

Direct and Explicit Instruction

Readiculous uses direct and explicit instruction in letter learning, a method highly endorsed by reading experts for teaching children to read words effectively. 

The app provides very clear descriptions of letter names in both upper and lower case, along with their associated sounds, demonstrating a good example of direct instruction. The instructions are clear, concise, and straight to the point, ensuring that young learners can grasp foundational reading skills with clarity and confidence. This approach supports a solid educational foundation and enhances the learning experience within the app.

Sequential Learning

Readiculous emphasizes sequential learning with a clear order of phonics skills, following a structured approach. This means that once children learn letter sounds, they practice blending these sounds to read words. Then, more sounds are introduced and as they practice reading. This methodical progression is beneficial for children’s literacy development, ensuring a systematic buildup of skills.

To enhance transparency and support for parents and teachers, it would be helpful if Readiculous shared the sequence of phonics skills more explicitly. This would allow caregivers to understand what their child has already learned and practiced, as well as what they will be learning next. Providing this information can facilitate better support at home and in educational settings.

Letter Names and Letter Sounds

The Readiculous app clearly and directly teaches children letter names and their represented sounds. The sounds are generally clear and accurate without the addition of a schwa sound. 

Letter sound learning is taught using a Paired-Associate Learning technique where players tap the grapheme (letter) and the phoneme (speech sound) is repeated. This repetition is helpful for learning letter-sound associations, a foundation for learning to read. 

Phonemic Awareness

Phonemic awareness is the manipulation of speech sounds. These skills are essential for learning to read. In Readiculous, children begin blending letter sounds to form words soon after learning some letter-sound correspondences. This phoneme blending is an important phonemic awareness skill to master for early readers.

However, the app focuses on introducing final blending. This involves saying one sound after another and then blending them together at the end. It is easier to learn to blend sounds using continuous blending, which involves holding a sound and seamlessly blending it into the next without pausing. Incorporating this type of phoneme blending in Readiculous would make learning more accessible for more children. 

Readiculous models phoneme blending by showing a word and having the player tap each letter in the word. As they tap, the sound of the letter is stated at the same time as a ‘ding!’ sound. Unfortunately, the ding sound inserted into the most important sound aspect of the game is problematic. The additional sound is not part of the word and is distracting. It is best to only have the sound of the letter in this type of instruction. 

This decoding activity is almost great, but is disrupted by ‘dings’ with the letter sounds

Word Building

Once individual words are read, the letters scatter and the player needs to rebuild the word. Readiculous does a great job of connecting letters together that represent the same sound. For instance, the <oo> in ‘book’ are moved into place together as they represent one sound. The Elkonin boxes in the game effectively support word-building skills for children. 

The word-building game has a logical word choice and good use of Elkonin boxes

Practice with manipulating individual speech sounds to read and spell words is a part of synthetic phonics. The synthetic phonics approach in Readiculous has shown to be the most effective type of phonics for teaching children to read and spell. 

Does the Readiculous App Work for Reading Instruction?

Overall, Readiculous has a ridiculously well-designed app that is easy to navigate and learn to use. Readiculous also excels in engagement with incredible animations and well-planned reward systems. Improvements could be made by increasing the active participation in some of the games or creating more variety such as in the letter-sound bubble game. 

The quality of literacy instruction in Readiculous is good!. The app effectively uses recommended teaching approaches such as direct instruction and following a progressive sequence of phonics skills. The app also models important phonemic awareness skills such as phoneme blending. 

This shows children how to sound out a word. Unfortunately, the app fumbles with the execution of this incredibly important aspect by adding a ‘ding!’ to the letters while children are trying to learn to carefully attend to the sounds. Including models of continuous blending would also better support instruction in this skill. 

While the Readiculous app is not a comprehensive approach to all aspects of literacy learning, the app actually does a good job of teaching letter sounds, building phonemic awareness skills, and showing children how to decode single words. This is done in an easy-to-use and engaging way. 

Want to read more reviews of learning apps? Check out the reviews at phonics.org where we share educational opinions on the popular programs today!

Readiculous App: Overall Ratings

Quality of Literacy Instruction: 4 / 5

Usability:  4.5 / 5

Engagement: 4  / 5

When Should Kids Learn Phonics?

phonicsorg on July 26, 2024

Every parent and educator wants the best outcome for their students. At the beginning of their literacy journeys, children learn phonics: the building blocks of reading and writing. However, the instruction methods used must be proven to be effective so that each child is prepared for their academic journey ahead. But where do you start? When should kids learn phonics? 

In this article, we take a look at the science of learning phonics skills and at what stage of development children should learn these skills. 

The Earliest Phonics Concepts for Literacy Development

As a general norm, every child is likely to learn phonics at their own pace. However, there are common neurodevelopmental timelines that point to the best age range for children to begin learning early concepts. 

By definition, phonics is the method of teaching kids how to read by associating alphabetical letters with speech sounds. It’s the most fundamental literacy skill that helps children learn how to decode unfamiliar words in print and eventually become strong, fluent readers. 

Phonics education must be delivered in a systematic, explicit way so that children progress gradually in their literacy development. They need the simplest concepts broken down first—that is, letter recognition and letter-sound correspondences. Phonics connects two essential components of the English language:

Written alphabetical letters: Graphemes

Individual speech sounds: Phonemes

Before beginning to learn phonics, kids must have a basic understanding of verbal language. This includes:

  • Phonemic awareness— The ability to recognize, mimic, and manipulate the sounds of speech
  • A budding vocabulary— The catalog of verbal words a child knows and uses in communication)
  • Concepts of print— The understanding that books and other forms of print materials are used for reading, and that print is made up of symbols and letters that hold meaning

The earliest gateway into phonics instruction is a child’s interactions with books, language, and concepts of print in their social world. A child’s visual and auditory abilities also play an important role, as phonics instruction aims to connect these two processor parts of the brain.

Phonics Instructional Timelines According to the Science of Reading

According to the science of reading—a collective body of evidence that explains how the brain learns to read—phonics is a critical part of a young person’s literacy development. Countless research studies in the realm of neuroscience, child development, language, speech pathology, and education have concluded that phonics instruction is most effective when it’s implemented early, effectively, and consistently. 

Early Literacy Milestones

To answer the question of when kids “should” learn phonics, it’s helpful to consider the most typical early literacy milestones.

  • Ages 0-2: Children begin to recognize and respond to language sounds in their environment. They begin to use verbal cues and words to express themselves and communicate with peers.
  • Ages 2-3: Kids rapidly pick up on new words and continue to mimic the language of their environment. They start to recognize more complex sentences and rhymes as well as play with sounds in words.
  • Ages 3-4: Children begin to recognize some letters (such as the first letter of their name) and may start to connect certain letters with their sounds.
  • Ages 4-5: Children typically start to identify more letter-sound relationships and may begin to read simple words when they have a literate adult to directly teach them.

Phonics instruction aligns with these milestones, particularly from ages 3-5 when children become increasingly aware of the sounds in words and the letters that represent them.

When to Begin Phonics Instruction

Developmental experts and educators typically suggest that explicit phonics instruction should begin around age five. Kids typically begin learning the alphabet, letter sounds, and early CVC words in kindergarten (ages 5-6). As always, the right age can vary depending on the student, based on their cognition, previous experience with literacy activities, and their reading readiness. 

There are a few signs that hint at a child’s readiness for phonics instruction. These include: 

  • Showing interest in books and reading
  • Recognizing some letters and their sounds
  • Demonstrating phonological awareness (ability to hear and play with the sounds in words)
  • Understanding that print carries meaning
  • Asking questions about print materials (books, signs, letters, numbers, etc.)

As a parent or teacher, you’ll have to be flexible. Some kids might be ready to learn phonics as early as preschool, whereas others may need more time to develop their awareness and basic skills first. 

Where to Find Evidence-Based Phonics Materials 

Now that you know the importance of evidence-based phonics instruction, which programs and educational materials should you use? 

There’s no single answer to this question. Fortunately, there are several ways to make informed decisions about which materials you use. For example, effective phonics programs contain:

  • Systematic and explicit instruction
  • A clear scope and sequence
  • Regular assessment and progress monitoring
  • Opportunities for practice and application

When looking for a phonics program, consider the program’s research base and how well it aligns with other aspects of literacy instruction. 

You can also browse the expert reviews and phonics program ratings at Phonics.org, where we vet all the latest apps for usability, quality of instruction, and child engagement. 

Common Challenges to Overcome With Your Early Phonics Learner 

Whatever age your child begins to learn phonics, there are several challenges to be aware of. With an understanding of effective phonics methods and best practices for instruction, you can overcome these hurdles. Additionally, if your student significantly struggles or you notice them lacking basic skills for their phase of development, it’s always safe to talk with a reading specialist or doctor. 

Challenge: Phonics seems boring and mechanical.

Just because phonics instruction has to be systematic doesn’t mean it has to be boring. In fact, a lot of modern phonics programs today contain games, interactive challenges, songs, and engaging activities to keep kids interested and parents involved. 

Challenge: Focusing mainly on phonics will hinder reading comprehension.

The “balanced literacy” view of reading instruction tries to balance explicit instruction with independent, self-led instruction that uses context cues. While this approach has been used for decades, research shows that strong decoding skills are a better precursor to reading comprehension and long-term academic success. 

Challenge: I didn’t know my child’s reading instruction would require so much of my time.

While some children can learn to read without direct, supported instruction, research consistently shows that consistent explicit phonics teaching benefits the majority of children. This is especially true for children who are at risk for reading difficulties. Giving them proper guided instruction can and should take time. It’s a gradual process that doesn’t happen naturally or easily for many kids. However, the more you invest in your child’s learning now, the more you equip them for success.

Help Kids Learn Phonics at the Right Time 

Evidence points to starting formal phonics lessons around age 5-6, typically in kindergarten or first grade. However, every child is unique and the exact timing may vary,

The important thing is to introduce phonics in a systematic, explicit way once children show signs of readiness. Through this, you provide kids with a strong foundation for reading.

As a parent or teacher, your role is to support children’s literacy development. You’re not just helping a child learn to read; you’re opening up a world of learning and imagination that will serve them throughout their lives.
For more tips on phonics instruction and the latest phonics programs, check out our other resources here at Phonics.org. Together, we can help every child become a confident, capable reader!

Teaching Phonics for Writing Skills

phonicsorg on July 19, 2024

Phonics is the basis of reading instruction. But it’s also equally as important for kids to develop writing skills! Knowing alphabetical letter-sound correspondences is crucial for both reading and writing proficiently. The science of reading has shown that systematic, explicit phonics instruction is essential for literacy development—reading and writing included. Teaching phonics for writing in addition to reading is a pedagogical standard that should not be overlooked. 

In this article, you’ll learn why phonics instruction is important for writing, how it works, and what strategies you can implement when helping children become competent writers. 

The Connection Between Phonics and Writing 

If you’ve ever watched a kindergartener or first grader try to write a word on paper, you likely noticed they sound out the word phonetically, trying to figure out how it’s spelled. Through phonics instruction, they are learning how sounds correspond to alphabetical letters and put these new skills to work through decoding and encoding.

Decoding (for reading) is the process of combining sounds to sound out a whole word. For example, to read an unfamiliar word such as ‘flat,’ the reader would say each individual letter sound and then blend them to decode the word: ‘ffff-llll-aaa-t… flat.’

Encoding (for spelling) is a similar process but in reverse. Students break down spoken words into their individual sounds and then spell them out. If a child were to try to write the word sun,’ they would segment the word into individual sounds, and then match each speech sound (phoneme) to the letters (grapheme): /s/ /u/ /n/.

In reading and writing, phonemic awareness plays a crucial role. It’s the ability to recognize, identify, and manipulate individual speech sounds, all of which are necessary for blending sounds together or segmenting (breaking down words into parts). Whenever a child tries to read or write an unfamiliar word, they’re using phonemic awareness. 

Applying Phonics Skills to Writing

As students’ phonics skills improve, their spelling typically becomes more fluent and accurate. As transcription skills develop, students are able to connect new words into writing sentences, paragraphs, and eventually full stories. They spend less time struggling with basic spelling and can focus more on scribing their ideas. Additionally, an increased proficiency in spelling often leads to greater confidence in writing and a willingness to tackle more complex writing tasks. 

Before writing fluently, though, children must go through systematic phonics instruction that teaches them the simplest concepts and moves on to more complex rules. For beginners, phonics skills that apply to writing activities include: 

  • Letter-sound correspondence: Students learn the basics of how letters and letter combinations represent sounds. Again, this is fundamental to both reading and writing. This knowledge allows children to make informed choices when spelling words.
  • Blending and segmenting: Blending is when students combine individual letter sounds to decode words in print. Segmentation involves breaking words into their “parts,” with a knowledge of phonics rules. 
  • Phoneme manipulation: Confidently repeating, adding, deleting, and substituting word sounds while spelling helps children apply their knowledge to writing.
  • High-frequency words: Children who can recognize and spell common words automatically improve their fluency and accuracy when writing.

All of these phonics skills work together during writing development. Through systematic teaching and reinforcement, children build a strong foundation for both reading and writing.

Systematic and Explicit Phonics Instruction for Writing

Just like reading, learning to spell and write also requires systematic, direct instruction. This follows the principles known today as the science of reading. It also follows a scope and sequence that young students can follow to learn phonics foundations, patterns, and rules. 

When teaching phonics to build students’ writing skills, you’ll first prioritize strong letter-sound correspondences. As children grasp more phonics concepts, move into more complex rules. 

Instruction begins with single-letter sounds and then moves on to digraphs, vowel teams, and eventually more advanced spelling patterns. This progression equips students to develop a solid foundation. Include writing activities in phonics lessons to reinforce the connection between phonemic sounds and alphabetical letters. For instance, after introducing a new letter, have students practice writing multiple words that contain that sound.

Keep in mind that explicit instruction means you must clearly explain and model phonics rules in writing. Clearly show your learners how to use phonics knowledge to spell words, and then give them plenty of opportunities for guided practice. Encourage students to verbalize their thought processes as they write, reinforcing the encoding process.

Be consistent with these principles. To reinforce concepts, maintain a regular practice of activities including:

  • Multisensory techniques: Use sand trays or shaving cream for tactile letter formation practice and lighthearted spelling practice.
  • Word building: Use magnetic letters or letter tiles to build words on the whiteboard with the class or with your child at home. 
  • Chaining: Change one letter at a time in spelling practice to show the connection between words. For example, the words ‘tip’, ‘top’, ‘tap’ create a word chain. 
  • Dictation exercises: Start with individual words, then progress to phrases and sentences.
  • Interactive writing games: Play “Phonics Hangman” and other group writing games that focus on sounds and spelling patterns.
  • The Writing Rope: Similar to Scarborough’s Reading Rope, Joan Sedita’s Writing Rope highlights the “strands that weave together to skillful writing.” The Writing Rope can be helpful in phonics instruction, keeping your focus on the ultimate goals of writing in light of the science of reading.

A systematic teaching strategy makes phonics instruction for writing more engaging and effective, helping children repeatedly practice their phonics knowledge in writing contexts. Remember to adjust the difficulty level based on your student’s needs and progress.

Challenges in Writing Instruction 

Beginner readers and writers often struggle with several phonics concepts. For example:

  • Irregular spellings: You have to teach kids about irregular words that don’t follow regular phonics rules. These tricky words don’t follow regular spelling patterns that can be easily decoded. Examples: ‘are,’ ‘where,’ and ‘two.’
  • Homophones: One of the trickiest things for kids to learn is homophones—words that sound the same but mean different things and contain different spelling. Explicitly teach these words in context to differentiate between words that sound the same but are spelled differently (e.g., ‘their’ vs. ‘there’).
  • Silent letters: Words with silent letters can be hard for kids to learn. Introduce silent letters intentionally, emphasizing their importance in spelling despite not being pronounced (for example, ‘climb,’ ‘answer,’ ‘knife’).

Through these common challenges, follow an explicit instructional approach and always encourage a growth mindset with your students. Emphasize your confidence in your students’ development and their ability to master these exceptions as they grow into skilled writers.

Resources for Teaching Phonics to Kids

Effective phonics instruction is essential for developing strong writing skills. By implementing systematic, explicit phonics teaching for reading and writing, you help children become confident, capable writers. 

Use evidence-based strategies and phonics resources to make the learning process an engaging and effective part of your literacy instruction. To learn about the best phonics tools for the classroom and the home, check out the resources at Phonics.org! 

Poio App Review

Jaymi Thiessen on June 28, 2024

Fun and Engaging App Doesn’t Deliver on Reading Instruction

Not sure which literacy apps to use with your children or students? Read the reviews at phonics.org to learn which ones to try—and which ones to avoid.

Read on for an in-depth look at the Poio app for literacy instruction.

What is the Poio App?

Poio is a literacy app that introduces young learners (ages 3-8) to the world of reading through adorable letter bug characters known as ‘Readlings’. The Readlings enter and exit short levels through straws, and complete levels by collecting letter sounds and words for their storybook. 

The goal of the game is to complete the entire Poio storybook by collecting and rebuilding each word in the fairytale. The CEO and founder of Poio, Daniel Senn, founded the Scandinavia-based company to help his own son learn to read. Poio claims that kids can teach themselves to read by playing with their literacy app. 

Is the Poio App Easy to Use?

Which factors contribute to the ease of use of the Poio app? There are a few things you might want to know.

User Controls

In Poio, navigating through levels is easy as you navigate the island maps on the home page. Playing through the Readling characters is similarly a breeze with simple and intuitive touch controls. Even for young children, the game’s mechanics are intuitive and easy to grasp. 

Parent Section

Signing up for the game and adding children to play is also a hassle-free process. Accessing the parent section is straightforward, requiring only the entry of the birth year. Notably, the parent section doesn’t include an option to share the skills of the new reader or choose a place to begin learning and playing. This would be a welcomed feature in future app updates.

User Engagement in Poio

These elements impact the overall engagement of the Poio app, for both parents and children.

Rewards

Poio inundates players with many options for external rewards, ranging from coins, crystals, trophies, and stars—as well as special letters, digital books, pages, presents, cages, confetti, and cheering. 

While some rewards like coins and crystals are provided as in-app currency to purchase items for the Readlings home, the sheer abundance of rewards in this app can be overwhelming and distracting. The excessive variety of rewards detracts from the app’s core learning focus and may disrupt the learning experience for young users.

Many external rewards are available in the Poio app

Gameplay

Poio’s gameplay is a delightful blend of fun and learning. As the adorable Readling characters traverse from one ‘straw’ to the next, players guide them to collect letters, words, and rewards strewn along the way. The game incorporates clever letter association games, such as unlocking locks to free trapped Readlings. 

Visually, the app is a treat! With beautiful aesthetics and clean animations that captivate and invite exploration, Poio offers an enchanting gameplay experience.

Users practice matching the sound (key) to the lock (letter) in a clever method of practicing letter sounds

Passive Participation

In Poio, active participation in literacy activities appears somewhat limited. While children are encouraged to guide the characters to collect letters and words, they aren’t prompted to actively engage in sound recall or phoneme blending—both of which are crucial aspects of literacy development. 

Instead, children observe the sounds produced for them in the app and observe sound blending without being directly involved in the process. The emphasis on dragging characters to collect items may overshadow opportunities for children to actively participate in literacy tasks, which are important for developing literacy skills. 

Literacy Learning With Poio

The following factors contribute to the quality of the ‘learning elements’ in the Poio app. 

Direct and Explicit Instruction

Unlike the direct and explicit instruction method advocated by reading organizations and research, Poio takes a different approach by employing experiential and immersive learning techniques. While this approach may suit some children, it will not be effective for everyone. 

Sequential Learning

Poio uses an immersive learning experience that may pose challenges for some children. The app introduces difficult words (including rarely-used phonics patterns and multisyllabic words) from the start. It presents these words without a gradual buildup of complexity. 

Instead of a step-by-step progression, all sounds are presented at all once: 

  • Short vowels
  • Long vowels
  • Diphthongs
  • Digraphs
  • Vowel teams

This overwhelming approach can strain kids’ working memory and may not suit new readers. Furthermore, the absence of a defined scope and sequence means that the app lacks a clear progression from simple to more complex words. The result is a phonetically random, confusing learning experience.

Letter Sounds

Poio’s approach to teaching letter sounds lacks clarity and consistency. While the app initially focuses on short vowel sounds, the associated practice words deviate from this pattern. For example, it introduces the word ‘troll’ after teaching the short ‘o’ sound.

The visual design of the letters in-app can also be confusing. When the characters touch letters, they can move and roll around. This, for example, can make it unclear if the letter is a /u/ or an /n/. Additionally, the font style has a lowercase <i> and uppercase <I> that look exactly the same, lacking a distinction between the two. These features can make learning some letter-sound correspondences more challenging for children. 

Letters aren’t always clearly represented in the Poio app – uppercase <E> has been pushed over and looks like an <m> 

Finally, letter sounds are sometimes unclear in the Poio app. The sounds for /l/ and /f/ are not entirely accurate. Plus, the ‘underwater’ letter sounds are even less clear. 

The Poio app also has many sounds happening at the same time. For example, background music, effect sounds, character noises, and ‘munching’ noises occur at the same time while a letter sound is stated. Differentiating between all of these sounds is distracting and not ideal for early readers. 

Phonemic Awareness

In Poio, phonemic awareness development seems to receive some attention through blending and segmenting practice during spelling sessions. Although children are not actively engaged in these tasks themselves, they have the opportunity to listen to the models provided, which can still contribute positively to their phonemic awareness skills. 

While this level of engagement may not be as robust as interactive exercises where children actively blend and segment sounds, it nonetheless provides a foundational exposure to these essential skills. It’s better than no exposure at all.

Word building in the Poio app supports phonemic awareness (blending and segmenting skills)

The Fairytale Book

In Poio, the approach to the fairy tale book may not align with best practices in literacy instruction. Ideally, the books provided to new readers would be decodable. A decodable book matches the pre-taught letter sounds and phonics patterns to the text so children can decode (sound out) words and practice reading. 

However, Poio uses a leveled text approach where the text features random phonics patterns. There is controversy and limited evidence for the effectiveness of leveled texts in early literacy development. Therefore, while the fairytale book in Poio may provide an enjoyable reading experience, it may not fully support the development of phonemic awareness and decoding skills that young readers need.

The word choice in Poio is based on a book, not the word-reading ability of the new reader

Letter Formation

Poio incorporates a charming approach to letter formation practice by unlocking locks with correct letter formations, which is a fun and interesting concept. This interactive activity provides an engaging way for children to practice forming letters correctly, adding an element of fun to the learning process. The mechanics of this feature are user-friendly, making it easy for children to participate and benefit from the practice. 

This part of the game ‘unlocks’ when players practice their letter formation

Can Kids Teach Themselves to Read With the Poio App?

It’s unlikely that all children will be able to teach themselves to read with the Poio App. 

The Poio app offers an engaging and visually appealing approach to literacy learning. Its user-friendly interface and charming characters make it accessible for young learners and their parents. 

However, despite the entertaining gameplay, Poio falls short of delivering effective literacy instruction. The app lacks clarity and consistency in teaching letter sounds and phonics patterns. 

Furthermore, the absence of a structured scope and sequence of skills and the use of a leveled text approach are not ideal for learning to read in English. Finally, while the app incorporates some phonemic awareness activities, its passive approach to teaching does not fully engage children in learning to spell and read words.

While the Poio app is easy to use and enjoyable to play, there’s room for improvement—especially regarding the overall quality of literacy instruction it provides. 

Poio is one of many reading apps available today. Read about more effective phonics instruction programs and fun literacy apps for kids on the Phonics.org reviews page!

Poio App: Overall Ratings

Quality of Literacy Instruction: 2 / 5

Usability:  4 / 5

Engagement:  3 / 5

How to Help Kids Start Reading Multisyllabic Words

phonicsorg on June 20, 2024

Learning how to read multisyllabic words is a big milestone during a child’s phonics instruction. It’s a beginner’s bridge between basic phonics and more challenging skills that lead to reading fluency. As an educator, you must understand how to teach these concepts effectively so that your students benefit from new literacy skills. In this article, we offer some insights on how you can help your students begin reading multisyllabic words with confidence. 

Why You Need to Teach Decoding of Multisyllabic Words 

As an educator, the instruction method you use to teach multisyllabic word decoding holds weight. Many words have more than one syllable and knowing how to read these words is the key to fluent reading! 

  1. Reading Fluency: Texts will become increasingly complex as students move through their academic lives. They need to be able to quickly, accurately, and confidently decode longer words to navigate classes.
  2. Comprehension: Decoding multiple syllables brings a new level of meaning to text as children read. They begin to string longer words and sentences together, strengthening their comprehension.
  3. Vocabulary: Words with two or more syllables introduce children to a larger vocabulary, influencing them to develop better communication skills and consider big ideas. 
  4. Confidence: When students learn how to master bigger and harder words, their confidence grows. They develop more curiosity about reading.
  5. Diagnostics: Teaching and assessing children’s word-reading abilities sheds light on a student’s reading difficulties. The most critical time to identify and address reading disorders is before third grade. You play a significant role in noticing any signs of concern during this phase of literacy development. 

When to Introduce Multisyllabic Words to Kids 

After learning how to decode single-syllable words, children progress in their reading journeys to decode more complex words.

Before teaching children to decode multisyllabic words, they must first have a strong foundation in understanding basic phonics skills. These skills include phonemic awareness skills such as blending, automatic letter-sound correspondences, and basic decoding of single-syllable words.

Multisyllabic phonics instruction often starts near the end of first grade after students have mastered reading single-syllable words. 

How to Teach Multisyllabic Word Reading

There are a few approaches that can be used to teach students to accurately decode words with more than one syllable. 

1. Syllable Types

One method of teaching multisyllabic word-reading is becoming familiar with different syllable types. Generally, there are six types of syllables:

  • Closed syllables – words that end with a consonant sound and have a short vowel sound (ex. hat, dish)
  • Open syllables – words that end with a vowel sound (ex. pay, me)
  • Vowel team syllables – words where multiple vowels represent the vowel sound (ex. team, boil)
  • R-controlled syllables – words where an /r/ is after a vowel (ex. star, burger) 
  • Vowel-consonant-e syllables – words that end in silent e with a long vowel (ex. name, pike) 
  • Consonant-le syllables – words that end in ‘-le’ (ex. puzzle, little)

In reading research studies there is some debate on the effectiveness of teaching syllable types. It does seem helpful for learners to have some idea about what different types of syllables are and what the patterns look like. Flexibility in applying these syllable types to overall reading should be encouraged and practiced. 

2. Flexible Approach

Not all words follow the rules in the syllable types. Another approach to multisyllabic word reading is described by Michael Hunter and Linda Farrell. This approach does not teach specific syllable types but does show learners how to break up larger words flexibly. 

This approach follows a step-by-step process for all words:

  • Step 1: How many vowel letters are in the word?
  • Step 2: Are the vowels together or apart?
  • Step 3: Is there a silent e at the end?
  • Step 4: How many syllables are there? Draw a line to break up the word into its parts. 
  • Step 5: Say each syllable and then combine them to read the whole word. If you do not recognize the word, flex the vowel sound (if you read the word with a short sound, try a long vowel sound instead). 

In this approach, reading the word ‘pumpkin’ would involve identifying the vowels (pumpkin), noting that the vowels are apart from each other and there is no silent e at the end. This would break up the word so that the vowels are separated (pump / kin). Finally, each part of the word would be decoded and then blended to read the whole word, ‘pumpkin’. 

Additional Tips for Decoding Multisyllabic Words

Teaching children how to read multisyllabic words requires a systematic and explicit framework. They need to learn how to syllabicate (divide words into syllables), identify prefixes and suffixes, and follow new phonics rules. 

1. Introduce Multisyllabic Words Strategically

Start with two-syllable words that follow a closed-syllable pattern. Because closed syllables contain only one vowel followed by a consonant ending, kids who are familiar with CVC or VC words typically grasp these multisyllabic words first. Example words include ‘rabbit,’ ‘kitten,’ ‘napkin,’ and ‘puppet.’ Each syllable contains a closed vowel (‘rab-bit’).

Later, you can introduce the schwa sound as students move on to more advanced words. Schwa sounds often appear in unstressed syllables and need to be identified when reading multisyllabic words. Understanding the schwa sound helps students decode “lazy vowel” words like ‘carrot,’ ‘wagon,’ ‘bagel,’ and ‘away.’

2. Teach Syllabication

Syllabication practice is necessary so that children can grasp word structures. Students learn how to divide words into syllables by identifying their different parts—prefixes, suffixes, spelling patterns, and so on.

Common syllable division patterns are:

  • VC/CV (vowel-consonant/consonant-vowel)
  • V/CV or VC/V (vowel/consonant-vowel or vowel-consonant/vowel)
  • VC/CCV or VCC/CV (vowel-consonant/consonant-consonant-vowel or vowel-consonant-consonant/consonant-vowel)
  • Consonant-le

These rules help students break down longer words into manageable parts. Syllable division is often taught using visual indicators like dots above vowels, circles around prefixes, slashes between syllables, and boxes around suffixes. Different visual aids such as syllable cards and word ladders also help make these abstract phonics concepts more approachable for kids. 

3. Highlight Morphological Awareness

Morphology refers to the meaningful units of language and how they’re combined in words. It’s helpful to teach students basic morphological awareness concepts early as they learn to decode multisyllabic words. Teach common prefixes and suffixes, their meanings, and how they affect word pronunciation. 

For example, the prefix ‘re’ means “again.” When children learn that words with ‘re’ imply something is done again, they can approach new words with that understanding, such as: ‘replay,’ ‘react,’ ‘rewind,’ etc.

Root words are also important morphemes for students to be aware of. Help your students identify root words and prompt them to consider how prefixes and suffixes change the meaning. For example, ‘untouchable’ has the root word ‘touch’ but has a different meaning due to its prefix and suffix.

4. Facilitate Practice and Repetition

Practice is key for teaching multisyllabic words! Facilitate opportunities for your students to repeat the concepts they learn. Include targeted words in classroom activities and games. Systematically introduce words into connected text such as decodable books and other reading materials. While students need to practice isolated decoding activities in class, they also need to practice in real-life reading experiences. 

5. Monitor Progress and Provide Support

Consistently monitor students’ progress through learning assessments such as a phonics screener. Look at where students need extra support or further practice. Provide multiple different instruction approaches to meet the needs of different learners. You can also work with other teachers, parents, and reading specialists to learn about additional strategies to help struggling students understand multisyllabic words. 

More Phonics Teacher Tips and Resources at Phonics.org

Teaching kids how to read multisyllabic words is an important process. Through explicit instruction of syllable types, division patterns, decoding strategies, and lots of practice, you help your students strengthen the skills they need to grow into strong, confident readers. 

Don’t forget to make the learning process fun and engaging for kids. For more tips on proven phonics instruction methods, check out the resources at Phonics.org.

Basic Concepts in Language Development 

phonicsorg on June 14, 2024

In language development, basic concepts are words that set the foundation for children’s learning. These words are essential for understanding instructions, completing daily tasks, and describing experiences. Basic concepts include opposites (like hot/cold and big/little), locations (like up/down and in/out), descriptions (like colors, shapes, and textures), and more.

While these words may seem simple to adults, mastering basic vocabulary words is crucial for children in early education. Having a strong grasp of basic concepts lays the groundwork for following directions, communicating effectively, and developing more advanced literacy skills over time. 

Let’s look at some of the basic concepts children should learn and then introduce a few helpful ways you can guide this aspect of language development.

Examples of Basic Concepts for Kids 

Broadly, basic concepts are the simple word relationships that children must learn in order to listen, learn, and describe things. They equip children to understand and convey basic information about objects, actions, people, and experiences.

There are several main categories of basic concepts. Most of them involve opposites. These include:

  • Comparative: includes comparative and superlative adjectives such as hot/cold, big/little, fast/slow, hard/soft, old/new
  • Quantitative: includes words related to quantity and measurement such as one/many, more/less, full/empty
  • Spatial: includes words related to location, directions, and prepositions like up/down, in/out, over/under, front/back, right/left, stop/start, here/there
  • Temporal: includes words related to concepts of time such as now/later, today/tomorrow, morning/night, first/last

These basic words are some of the first vocabulary terms children must learn to begin matching words to real life. When kids have a strong understanding of these, they start building the skills they need to grow and learn. 

The Role of Basic Concepts in Daily Life 

Consider how often basic concepts affect children’s daily lives. To follow simple directions and commands, there must be an understanding in place.

For example:

  • “Put the green cup on the small table.” 
  • “Go get the big yellow book.” 
  • “Stop and look both ways before you walk to the neighbor’s house.” 

Basic concepts inform children exactly what is expected of them at home and in educational settings. 

Plus, when kids have the vocabulary necessary to describe opposites, locations, and attributes, they can better express their own observations. This supports language development and social interaction.

Research shows that children’s knowledge of basic concepts in prekindergarten and kindergarten can be a predictor of future reading comprehension. Delays in basic concept vocabulary can limit children during further language development.

These basic skills are closely related to phonics education. As young students learn to connect basic concept words to written forms, it reinforces the alphabetic principle and decoding. Overall, when kids have a strong grasp of these simple words, it sets them up for long-term success.

How Children Learn Basic Concepts

Every child learns basic concept words at a different pace. Some may learn quickly while others might take time to grasp them fully. Let’s look at how children develop basic concepts. 

Learning Through Experiences

Kids learn basic concepts early on through everyday experiences. Verbal language development is a natural process as children pick up on sounds, speech patterns, and word meanings from their family and environment. Their interactions with people, places, and things begin to show them connections between spoken words they hear and real world references. 

However, experience isn’t always enough for any child to fully master basic concept knowledge. 

Receiving Explicit Instruction

Children also need explicit (direct) instruction to grasp certain vocabulary concepts. Repetition is important to reinforce their understanding.

Instruction typically involves:

  • Teaching one or two concepts at a time to avoid information overload 
  • Relating new concepts to the child’s world so they make personal connections 
  • Creating a daily routine to give examples and practice basic concepts
  • Using concept words in regular conversation with your child 

It also helps to start with the simplest concepts and then gradually move onto more challenging ones. An explicit instruction approach to basic concepts can look like:

  • Starting with opposites (hot/cold, big/little) 
  • Moving onto locations (in/out, up/down)
  • Then teaching descriptions (colors, shapes, textures)
  • Then teaching time/quantity concepts 
  • Moving on to more challenging concepts 

Even with implicit and explicit exposure to basic concepts, a few things can affect how children pick up on them. 

Influencing Kids’ Acquisition of Basic Concept Vocabulary 

There are a few signs that a child might be delayed in language development or struggling to grasp basic concepts. 

A child who’s 2-3 years old might describe what they observe using generalized words like “that one,” “there,” or “this thing” instead of using more specific descriptions with colors, locations, or sizes. 

Some kids might seem confused when given verbal instructions—as if they have to guess what they were just told to do. If storytelling, problem solving, or expressing their thoughts verbally continue to be a challenge beyond expected milestones, they may still be developing basic concepts. 

If you are concerned about the vocabulary development of your child or student, it may be wise to use the Basic Concepts Skill Screener to check and see how their skills measure up to the average performance of other children their same age. This screener can also let you know which specific basic concept skills have been consolidated or still need direct instruction and practice. 

Several factors impact how quickly and thoroughly children pick up basic concepts:

  • Amount of repetition and modeling of words in context
  • Some concepts are harder to grasp, especially the more abstract ones
  • The child’s quality and quantity of language exposure
  • The child’s learning environment 
  • Socioeconomic background
  • Presence of a disability or language delay

The more interactive and systematic the instruction is, the more likely the child will acquire the full scope of basic concepts.

Tips for Teaching Basic Concepts 

To help young children learn basic concepts, here are some practices to implement at home and in the classroom. 

Use Concrete Examples

Use familiar objects and pictures to make basic concepts as concrete and tangible as possible. Physically demonstrate opposites like big and small. Point out locations like over vs. under. Show examples of different colors, shapes, and textures.

Read Concept Books Together 

Read books with your child and emphasize basic concept words during read-alouds. Many children’s books intentionally focus on particular categories of concepts through the text and illustrations.

Define Words Explicitly

In daily interactions with your child, take opportunities to explicitly define and explain basic concept words you use. “That car is big. Can you find a little car?”

Ask Comprehension Questions

Check your child’s understanding by asking them to identify or demonstrate the meanings of basic concept words. “Can you show me which toy is soft?”

Play Concept Games

Word games, songs, and early reading activities that reinforce basic concepts make the learning process more engaging and interactive for kids. Play Basic Concepts Chipper Chat for a ready-made game that focuses on applying these words and learning their meanings. 

Give Corrective Feedback

When children use a basic concept word incorrectly, provide corrective feedback in the moment and model the proper usage. Praise your child when they grasp a new concept or get a question right. 

Integrate Into Other Lessons

Include basic concept words into other learning activities like phonics, math, and following multi-step directions to reinforce their meanings.

Use Repetition 

Basic concepts take repetition and time for kids to fully get. Be consistent and use the vocabulary frequently across many contexts.

Adjust Based on Ability

Be flexible and adjust the level of instruction complexity based on each child’s current grasp of basic concepts. It helps to meet them where they’re at. Refer to results in a basic concepts screener to know which specific words a child needs support with learning. 

Connecting Basic Concepts to Phonics Instruction 

As kids develop an understanding of basic concept vocabulary words, eventually they’ll use these concepts in phonics education. Comprehension is an integral part of reading and writing. Basic concepts set a foundation for reading comprehension as children interpret meaning and associate descriptions with the words they begin to read. 

Want to know more about basic concepts? Explore similar topics that are crucial to early phonics instruction on the Phonics.org website today.

Phonetic Sounds in the English Language 

phonicsorg on May 17, 2024

Have you ever wondered why the English language can be so complex? While there are only 26 letters in the English alphabet, there are 44 variations of sounds these letters can produce when spoken. These different individual speech sounds are called phonemes. 

Understanding these fundamental sounds and having phonemic awareness (the ability to recognize and manipulate individual sounds of speech) is crucial for language learning, communication, reading fluency, and overall literacy development. Let’s take a look at these 44 sounds in the English language and how they play an important role in language and literacy.

What are Phonemes?

Phonemes are the smallest individual units of sound in language. Each word contains a different combination of phonemes. To understand words, we must be aware of their individual units and how they work together.

Since phonemes are sounds (not letters), a single letter of the alphabet can represent multiple phonemes depending on the word. For example, the letter <a> can make the /a/ sound in “cat” and the /ei/ sound in “cake.” While English spelling can get a bit challenging in this regard, understanding phonemes provides a clear foundation for language learning.

It’s also worth mentioning that phonemes have slight variations depending on context. These variations are called allophones. For example, in the well-known variation of the word tomato (“toe-may-toe” / “toe-mah-toe”), the /a/ sound is the same phoneme, just spoken differently. Therefore, phonemes can vary based on factors like dialect, accent, and the way a person speaks the word.

How Many Sounds Are in the English Language?

There are 44 sounds (phonemes) in the English language. They can be classified into two main groups: consonants and vowels. 

There are 24 consonant phonemes and 20 vowel phonemes, each containing slightly more complex sound categories.

Consonant Sounds

Consonants are typically created by partially or completely blocking airflow somewhere in the vocal tract during speech. Think about the sound /p/ — your lips come together to momentarily stop airflow and then push a small amount of air between the lips. Examples of other consonants include /b/, /t/, /f/, /m/, and /s/. 

There are further classifications within consonants based on how they’re produced (called manner of articulation), including:

  • Plosives (stops): complete blockage and then release of air like /p/
  • Fricatives: airflow creates friction like /f/
  • Nasals: air escapes through the nose like /m/
  • Affricates: stops followed by fricatives, such as /ch/

Consider some examples of the consonant phonemes.

  • /b/: bad, big, bubble
  • /d/: dog, dad, had
  • /f/: fig, stiff, calf
  • /g/: got, egg, girl
  • /h/: has, him, who
  • /j/: job, giraffe, joke
  • /k/: cat, kit, queens
  • /l/: love, well, melon 
  • /m/: mop, summer, math
  • /n/: nice, know, gnat
  • /p/: play, pine, snip
  • /r/: ran, wrist, carrot
  • /s/: smile, miss, since
  • /t/: time, right, tripped
  • /v/: vine, five
  • /w/: wet, why, word
  • /y/: yellow, yes, you
  • /z/: zip, zen, his

There are also consonant digraph sounds. A consonant digraph is two consonants put together that form one individual sound (for example, /sh/). 

  • /ch/: chip, watch
  • /sh/: ship, fish
  • /ng/: ring, long
  • /th/ (voiced): leather, whether, this
  • /th/ (unvoiced): thought, that
  • /wh/: what, wham
  • /zh/: vision, treasure

Vowel Sounds

Vowels are spoken using an open vocal tract, allowing air to flow freely during speech. This openness is what gives vowels their characteristic sustained sounds. The five main vowel phonemes in English are /a/, /e/, /i/, /o/, and /u/. However, there are nearly 20 different vowel phonemes in the English language: singular phonemes (monophthongs) and two vowel sounds joined together (diphthongs).

Because vowel sounds can be complex and are limited to only six alphabetical letters, their phonemes are represented by different combinations of letters. You can find a full list of English phonemes on the International Phonetic Association website.

Monophthongs:

  • /ɪ/ as in “sit”
  • /iː/ as in “see”
  • /ɛ/ as in “bed”
  • /æ/ as in “cat”
  • /ɑː/ as in “father”
  • /ɒ/ as in “hot”
  • /ɔː/ as in “saw”
  • /ʊ/ as in “book”
  • /uː/ as in “boot”
  • /ʌ/ as in “cup”
  • /ɜː/ as in “bird”
  • /ə/ as in “banana”

Diphthongs:

Diphthongs are a special category of sounds created by combining two vowel sounds within a single syllable. For example, the /oi/ sound in “boil” or the /ow/ sound in “house” are both diphthongs.

  • /eɪ/ as in “day”
  • /aɪ/ as in “time”
  • /ɔɪ/ as in “boy”
  • /aʊ/ as in “now”
  • /əʊ/ as in “go”
  • /ɪə/ as in “near”
  • /eə/ as in “hair”
  • /ʊə/ as in “tour”

Understanding these phoneme categories and how they interact can help you master the intricacies of spoken English. It can also help you teach children phonics. By recognizing the different roles of consonants and vowels, and how diphthongs add another layer of complexity, we gain a deeper awareness of how words are spoken, read, spelled, and learned. 

How Phonemes Shape Our Language

Phonemes, the individual sounds of language, combine to form the building blocks of words—and ultimately, our spoken language. They don’t exist in isolation. Instead, they join to create syllables, the building blocks of words. Phonemes also play a crucial role in how we recognize and understand words. Think about the minimal pairs “bat” and “pat.” Just by switching the first phoneme (/b/ to /p/), we create entirely different words with distinct meanings. 

Phonemic awareness, the ability to identify and manipulate these sounds, becomes essential for fluent reading and clear communication. Furthermore, phonemes contribute to morphemes, the smallest units of sound that carry meaning. For instance, the word “unhappy” consists of two morphemes: “un-” (a prefix meaning “not”), and “happy” (the root word).

Understanding how phonemes combine to form morphemes allows us to decipher the meaning of complex words and ultimately, unlock the full potential of language. But none of this would be possible without phonemes.

English, Phonemes, and Phonics Instruction 

The basic units of sound in the English language are fundamental for building strong reading and spelling skills. By using a systematic phonics program that explicitly teaches phonemes and their connection to letters, children gain the tools they need to decode unfamiliar words, sound them out effectively, and ultimately become confident readers and spellers.

To learn more about literacy development and phonics instruction, follow Phonics.org for more information.

Sight Words vs. High-Frequency Words

phonicsorg on May 6, 2024

During phonics instruction, children learn to sound out or “decode” words. With enough practice, decoding turns into sight word recognition. Sight words are defined as any word that can be recognized instantaneously at first sight, without the need to decode it.

High-frequency words are defined as the most commonly occurring words found in texts and books. Some high-frequency words are regular, meaning they follow common phonics patterns. 

Irregular words, however, do not follow common phonics patterns. An example of an irregular high-frequency word is ‘of,’ in which the <f> makes a /v/ sound—which is not a regular phonics pattern. 

The two terms “sight words” and “high-frequency words” are often used incorrectly or interchangeably, which can lead to confusion. It can also lead to ineffective phonics instruction methods. 

What is the real difference between sight words and high-frequency words? Let’s clarify each term so you can master your approach to proper instruction. Keep reading to learn the difference and the relationship between sight words and high-frequency words in children’s literacy development. 

How Does a Word Become a Sight Word?

As children develop sight word recognition, their reading fluency and comprehension improve. Students learn to recognize sight words through the process of orthographic mapping.

  1. Children learn letter-sound correspondences.
  2. Readers use their knowledge of letter-sound correspondences to decode new words.
  3. Each time a student decodes the same word, their brain “maps” the written word to the spoken word and its meaning.
  4. Repeated orthographic mapping of the same word reinforces that word in the child’s memory. 
  5. After so many repetitions, the brain instantly maps words when reading texts.

Once new words are committed to a child’s memory, they can focus their cognitive efforts on comprehending the words rather than stumbling over frequently encountered ones.

What are High-Frequency Words?

As the name implies, high-frequency words are words that appear frequently in written texts. Students encounter them repeatedly as their reading abilities progress. In fact, 100 high-frequency words make up 50% of the words we read and write in English! 

As students encounter frequently-appearing words in their reading materials, their familiarity with the words’ phonetic patterns supports their fluency and accurate reading. Eventually, high-frequency words will become sight words that students can recognize automatically. This is an important goal and milestone in phonics instruction.

How Do Kids Learn to Read Irregular High-Frequency Words

Some irregularly-spelled words appear frequently in texts. These words can be tricky for children to “sound out” using basic phonics rules on their own. Teachers must take a different approach. 

While there is some debate in reading research about how children learn to read irregular words, there are generally two approaches used in instruction. 

  • The “Heart Word Magic” approach focuses on decoding letter sounds, while explicitly pointing out the irregular sound parts that should be memorized “by heart.” 
  • The Paired Associate Learning approach emphasizes word memorization. It pairs the visual word with the pronunciation of that word. However, this is not useful for all words as rote memorization can become a challenge or even a disadvantage for learners. 

Are Sight Words and High-Frequency Words the Same Thing? 

By knowing the difference and the relationship between sight words and high-frequency words, teachers ensure well-rounded phonics instruction. The importance of explicit, systematic phonics instruction cannot be overstated in the context of reading development, no matter which type of words students are learning to decode. Extensive research demonstrates that a strong foundation in systematic phonics is crucial to long-term reading success. 

Phonics Activities to Master High-Frequency Words as Sight Words

What are some effective ways teachers and parents can introduce (and practice) high-frequency words when their child is learning to read? Take a few of these pointers. 

Irregular High-Frequency Words

Teaching irregular words that occur frequently should not be the primary focus of reading instruction. Knowing these words well does play a role in developing fluency and efficiency. Word-reading instruction blends explicit phonics practice with repeated exposure to build automatic word recognition over time. 

Effective strategies for explaining irregular high-frequency words include:

  • Word Builders: Use movable letter tiles or Elkonin boxes to let students sound out new words and explain the irregular portion of the word.
  • Decodable Books: Having students read decodable texts that contain targeted high-frequency words helps with repetition, encouraging them to apply their phonics knowledge while decoding new words. 
  • Break Down Irregular Words: Introduce an irregular word to students (such as “said”). Have them underline the sounds they know, and circle the sounds they don’t know. In this case, /ai/ is likely unfamiliar as the word ‘said’ sounds like it has an /e/ in the middle. Students underline /s/ and /d/ but circle /ai/, and the teacher explains this irregular word in full.

Regular High-Frequency Words

High-frequency words should be taught primarily through explicit, systematic phonics instruction. As students encounter these common words in their reading materials, they should be encouraged to apply their phonics knowledge to decode and analyze the words’ patterns.

Incorporate high-frequency word study into phonics lessons by having students blend the sounds and practice reading and spelling the words in context. Provide decodable texts that contain the high-frequency words being studied, allowing students to reinforce their phonics skills while gaining repeated exposure to these words.

Help Kids Learn to Read Through Phonics

Providing a strong foundation in phonics is crucial for raising skilled and confident readers. This evidence-based approach aligns with the science of reading and sets children on the path to long-term learning and success.

To learn more about implementing accurate, research-based phonics methods in your classroom or home, explore the wealth of resources available at Phonics.org.

Types of Phoneme Blending for Early Readers

phonicsorg on April 18, 2024

One of the most crucial skills for kids learning to read is learning how to blend phonemes. This is a foundational skill that not only relates to spoken language but also the ability to decode and comprehend words in text. 

Phonemes are the individual sounds that make up spoken language. In English, there are 44 blendable phoneme units out of the 26 letters of the alphabet. For students to begin blending sounds into words, they first need an understanding of letter-sound correspondences. 

When a child knows some letter-sound correspondences, it’s time to introduce blending! To help your new reader make sense of words in print, here are several types of phoneme blending techniques to consider. 

Segmented Blending 

One well-known form of phoneme blending taught during phonics instruction is called segmented phonation, also known as final blending. This is when children read a word by sounding out each letter sound from left to right. There is typically a pause between each sound. The sounds are blended together at the end of the word. 

Here’s what segmented blending would look like in practice.

You’re helping a child blend the word, ‘sit.’ 

The child sounds out each letter individually and pauses between each sound:

/s/ (pause) /i/ (pause) /t/

Then, the reader brings the letter sounds closer together: /s/ /i/ /t/.

The three sounds are held in the child’s memory and blended or put together at the end of the word. 

Continuous Blending

Continuous blending—also known as connected phonation—is the most straightforward type of phoneme blending. It works by blending letter sounds smoothly and continuously without stopping in between sounds, as you would with segmented phonation reviewed above.

Here is how a child can practice continuous blending:

The child is reading the word ‘ran.’

They sound out each letter sound slowly, continuously, and smoothly:

/rrrr/ /aaaa/ /nnnn/ 

Sometimes the child may need to repeat the process with an increased pace. Typically, immediately after continuous blending, the child can understand the word: ‘ran.’ Continuous blending is known to be an easier form of phoneme blending for kids, as it’s closer to how humans naturally speak. In comparison, segmented blending requires more working memory of phoneme sounds, making it more challenging for some kids.

This type of phoneme blending is typically first introduced with letters that make continuous sounds. These are sounds that can be held longer like /mmmm/ or /ssss/. Some phonemes are ‘stops’ that can’t be elongated like /p/ or /g/. It is difficult to use continuous blending when those sounds appear at the beginning of a word. Phonemes that work best for introductory continuous blending include /m/, /n/, /s/, /l/, /f/, /r/, /v/, and /z/.

Successive Blending (Additive Blending)

Successive or “additive” blending is a slightly different approach to blending. Instead of sounding out a word all the way through, letter by letter and then repeating the whole word, successive blending repeats each blended portion of the word before the following letter is sounded out. 

Here’s how it’s practiced:

The child is sounding out the word ‘slip.’

First, start with /s/.

Then, restart from the beginning of the word to sound out /s/ and /l/ together to make ‘sl’.

Next, go back and repeat ‘sl’ while adding /i/ to the end: ‘sli’.

Finally, formulate the whole word by saying ‘sli’ once again and adding /p/. You then say the whole word, ‘slip.’

This method particularly helps struggling readers who have difficulty retaining which sounds they sound out during blending. It helps them remember and integrate all of the sounds in a word, instead of getting lost in the middle or the end of the word and forgetting what they sounded out. 

Onset and Rime Blending

Onset and rime (also called onset-rime) blending separates words into its onset (the beginning consonant or consonant blend) and rimes (the vowel plus any other remaining consonants in the word). In this approach, readers sound out the onset and then blend it into the rime. 

For example:

To blend the word ‘can,’ the reader first sounds out the onset /c/ and then the rime /an/.

Then, they blend them together: /c/ + /an/… ‘can.’

The onset-rime blending method is ideally used as a supplementary practice to phoneme blending, not the main approach. 

Onset-rime blending can be confusing. It might give early readers the impression that words are made up of smaller word sections when really words are made up of individual sounds (phonemes) strung together. 

For example, imagine a child is learning to read the word ‘right.’ The onset /r/ plus the rime /ight/ involves more complex phonics rules that some children would struggle to discern with this method. Additionally, there are more than 300 rimes (also known as word families) in the English language. It would take much more cognitive effort to memorize these rimes than to blend individual sounds.

In many cases during onset-rime, the initial consonant spoken by itself sounds distorted or is spoken with an added schwa sound. The phoneme for the letter <d>, for example, should not be pronounced ‘duh’ as it could distort the rime that follows. You wouldn’t say, ‘duh-im’ for the word ‘dim,’ but a child is likely to make this mistake when using the onset-rime method.

Body-Coda Blending

Another type of phoneme blending that involves separating words into segments is called body-coda. First, readers sound out the body (the consonant and vowel) and then the coda (the final consonant or consonant blend). It’s the reverse of onset-rime.

For example: 

When blending the word ‘cat,’ the reader sounds out the body of the word ‘ca’ and then the coda /t/. 

Then, they blend them: /ca/ + /t/… ‘cat.’ 

The body-coda method is often easier than the onset-rime method. If children can practice the beginning consonant, they can use continuous blending to finish reading the word—for example: ‘caaaaa-t.’ Because vowels are always continuous sounds, the body-coda method helps kids overcome and automate the difficult part of blending, which is knowing how to put a “stop” sound (consonant) with a vowel sound together. 

Just like onset-rime, the body-coda blending method can reinforce the concept of “word chunks” rather than the importance of actual phonemes. Therefore, it should also be a supporting technique and not the initial or primary one.

Best Ways to Teach Phonics to Early Readers

Blending is an essential phonics skill for children learning to read. While there are several types of blending practices to introduce in phonics instruction, several methods have been shown to work better than others. 

Continuous blending is the most effective type of phoneme blending as it is most similar to how we naturally speak words. Segmented blending is also a reliable method for many children learning how to read, although it may be difficult for students who struggle with working memory. 

For more tips and information on teaching phonics effectively to kids, read more insights from phonics.org.

The Different Types of Phonics Instruction

phonicsorg on April 12, 2024

Teaching children how to read is a crucial and sometimes complicated process. Phonics instruction becomes the foundation of reading, so taking an effective and proven approach is required if kids are to grasp these essential skills. 

If proper instruction is so important, why are there different types of phonics in English education? Which method works best for teaching kids to read? 

Let’s look at the four main types of phonics instruction, the relationship each one has with reading, and how effective they are. Whether you’re a teacher of a classroom or a parent wanting to help your early reader, knowing these methods can help you make informed decisions about which phonics program to use as your child develops literacy skills.

Synthetic Phonics

Synthetic phonics focuses on alphabetical letters (graphemes) and their correspondence to phonemes (individual sounds of spoken language). It is the ‘synthesis’ or combination of individual letter sounds to decode words. 

The most effective method of using synthetic phonics is with an explicit and direct approach to teaching. 

Here’s how it works:

  1. Students learn individual letter sounds (/a/ for ‘apple,’ /b/ for ‘bin,’ etc.)
  2. They then learn how to blend letter sounds together (/b/ /i/ /n/ = ‘bin’)
  3. Reading instruction is systematic, meaning children learn the simplest concepts first and then progress toward more complex ones. This motivates the mastery of buildable skills.
  4. Readers learn to rely on decoding to read new, unfamiliar words they encounter in text.

Decades of scientific studies point to the reliability of synthetic phonics instruction. Because reading is a skill that doesn’t come naturally to humans, it must be taught with clear, systematic instruction and lots of practice. 

Synthetic phonics has also become the most effective and recommended method of teaching phonics to children diagnosed with or at risk of reading difficulties. Extensive brain research has found that this structured, synthetic method helps kids develop strong reading foundations.

Analytic Phonics

The analytic phonics approach uses the “analysis” of text. It teaches children to associate letter sounds with whole words. Typically, it involves a lot of recognition as well as breaking down familiar words into smaller parts. 

For example, students learn whole words such as ‘mat.’ They then learn to identify individual sounds within the word and the alphabetical letters they represent. Instruction also involves pointing out similarities and patterns across words.

Analytic phonics can be useful in some cases but it’s typically not as structured as a systematic teaching method. With the lack of foundation, children might struggle with this method—especially if they have a learning or reading disability. 

Analogy Phonics 

Analogy phonics is a subtype of analytic phonics. It focuses on identifying patterns and “analogies” of words. 

Children learn word families that share letter-sound correspondences, such as ‘cat,’ ‘mat,’ ‘rat,’ ‘hat,’ and ‘sat.’ All of these words contain the ending /-at/. Students are expected to use prior knowledge of a similar word (such as ‘cat’) to make sense of patterns and then interpret new, related words.

While analogy phonics can supplement more systematic methods of phonics instruction, it’s no longer recommended for educational settings. 

Embedded Phonics

Embedded phonics is the opposite of explicit phonics, in which case students learn to read words through contextual, implicit reading. 

Typically, teachers provide whole texts to students and then use the material to teach specific concepts—whether it be letter-sound correspondences, spelling patterns, or word families.

Through embedded phonics (also known as incidental phonics), phonics instruction occurs on an “as-needed” basis. Instead of preparing children with a strong foundation of explicit, systematic concepts so they can practice decoding new texts, students learn concepts “as they arise” in the text they’re provided. Through this, students often have to rely on contextual letter recognition and memorization of sight words since the provided literature dictates which letter-sound relationships are practiced (often randomly).

Today, embedded phonics is widely known as an ineffective instruction method because it involves a lot of guesswork. Although it can be a useful exercise to expose readers to real-world, connected texts, it cannot replace the instruction needed to develop a reading foundation based on the science of reading. 

Taking a Systematic Approach to Phonics Instruction

A systematic approach to phonics instruction has been proven to be the most reliable method because:

  • Emphasis is on decoding as soon as children begin learning to read, equipping them to figure out new words without relying on context or guesswork.
  • Reading specialists use synthetic instruction to help students with specific learning disabilities (such as dyslexia) learn to read. 
  • The use of structured, progressive skill-building enables students to master the simplest skills first and gradually work their way up to the most complex. 
  • It is the method that most aligns with how the brain learns to read.

Overall, the other types of phonics—analogy, analytic, and embedded—should not be the primary method of instruction. They often lead to confusion for many children unless there is a synthetic and explicit foundation provided first. 

Which Type of Phonics is Best for Teaching Kids to Read?

The goal of phonics instruction is to equip students with the strongest foundation of skills for lifelong reading. Although different types of phonics have been used (and are still used) in specific scenarios, there is an abundance of modern research proving systematic, synthetic phonics works for most children. 

Children must learn how to decode words and gradually progress onto more complex skills, eventually building strong reading proficiency. Other types of phonics such as analytic or analogy methods are most useful as a supplemental approach, with synthetic phonics taking the lead. 

To learn more about phonics instruction, reading science, and literacy development, explore the resources at Phonics.org. We review synthetic phonics programs and provide educators and parents with honest ratings to see which one works best for young readers. 

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