Editing Phonics (section)

==Teaching reading with phonics==
[[File:Course of study in phonics .. (IA courseofstudyinp00john).pdf|thumb|upright=.66|A Course of Study in Phonics, San Francisco, US, 1912<ref>{{cite book|title=A Course of Study in Phonics|author1=Johnstone, Corinne H |author2=[[Frederic Lister Burk|Burk, Frederic Lister]]|publisher=Sacramento, F.W. Richardson, Superintendent of State printing|date=1912|oclc=1042899593}}</ref>]]
[[File:Teacher's manual to accompany Easy road to reading (IA teachersmanualto00smit).pdf|thumb|upright=.66|Teacher's manual to accompany Easy road to reading, Chicago and New York, US, 1914<ref>{{cite book|title=Teacher's manual to accompany Easy road to reading|author1=Smith, Carrie Josephine |author2=Howe, Ella D.|publisher=Chicago, New York, Lyons and Carnahan|date=1914|oclc=1085664859}}</ref>]]

===Combining phonics with other literacy instruction===

There are many ways that phonics is taught and it is often taught together with some of the following: oral language skills,<ref>{{cite web|url=https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/oral-language-interventions/|title=Oral language interventions, Education endowment foundation, UK}}</ref><ref>{{cite web|url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/219627/DFE-RR247-BCRP13.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/219627/DFE-RR247-BCRP13.pdf |archive-date=2022-10-09 |url-status=live|title=Exploring interventions for children and young people with speech, language and communication needs: A study of practice, UK Government}}</ref> concepts about print,<ref>{{cite web|url=https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/litfocusconceptsprint.aspx|title=Concepts of print-'how print works', Education, Victoria, AU}}</ref> [[phonological awareness]], [[phonemic awareness]], [[phonology]], oral [[fluency]], vocabulary, [[syllables]], [[reading comprehension]], [[spelling]], word study,<ref>{{cite web|url=http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Word_Study.pdf, |archive-url=https://ghostarchive.org/archive/20221009/http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Word_Study.pdf, |archive-date=2022-10-09 |url-status=live |title=Word Study Instruction:Enhancing Reading Comprehension, 03-09-2010, Literacy and Numeracy Secretariat, ON}}</ref><ref>{{cite web|url=https://www.readingrockets.org/article/word-study-instruction-k-2-classroom|title=Word Study Instruction in the K-2 Classroom, Reading Rockets|date=5 January 2011}}</ref><ref>{{cite web|url=http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Morphology.pdf |archive-url=https://ghostarchive.org/archive/20221009/http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Morphology.pdf |archive-date=2022-10-09 |url-status=live|title=Morphology Works, Queen's University, Canada}}</ref> [[cooperative learning]], [[multisensory learning]], and [[guided reading]]. And, phonics is often featured in discussions about [[Reading#Science of reading|science of reading]],<ref>{{cite web|url=https://www.alea.edu.au/documents/item/1869|title=Exploding some of the myths about learning to read, NSW Teachers Federation, AU|access-date=2020-05-23|archive-date=2020-06-25|archive-url=https://web.archive.org/web/20200625151738/https://www.alea.edu.au/documents/item/1869|url-status=dead}}</ref><ref>{{cite web|url=https://www.readingrockets.org/blogs/shanahan-literacy/what-science-reading|title=What Is the Science of Reading? Timothy Shanahan, Reading Rockets 2019-05-29|date=29 May 2019}}</ref> and [[evidence-based education|evidence-based practices]].

The [[National Reading Panel]] (U.S. 2000) suggests that phonics be taught together with phonemic awareness, oral fluency, vocabulary and comprehension. [[Timothy Shanahan (educator)|Timothy Shanahan]], a member of that panel, suggests that primary students receive 60–90 minutes per day of explicit, systematic, literacy instruction time; and that it be divided equally between a) words and word parts (e.g., letters, sounds, decoding and phonemic awareness), b) oral reading fluency, c) reading comprehension, and d) writing.<ref>{{cite web|url=https://shanahanonliteracy.com/blog/why-an-overemphasis-on-foundational-reading-skills-makes-kids-sick|title=Foundational reading skills, Timothy Shanahan, Shanahan on literacy}}</ref> Furthermore, he states that "the phonemic awareness skills found to give the greatest reading advantage to kindergarten and first-grade children are ''segmenting and blending''".<ref>{{cite web|url=https://files.eric.ed.gov/fulltext/ED489535.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://files.eric.ed.gov/fulltext/ED489535.pdf |archive-date=2022-10-09 |url-status=live|title=THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers, page 9, Timothy Shanahan, University of Illinois at Chicago, Learning Point Associates 2005.}}</ref>

The Ontario Association of Deans of Education (Canada) published research Monograph # 37 entitled ''Supporting early language and literacy'' with suggestions for parents and teachers in helping children prior to grade one. It covers the areas of letter names and letter-sound correspondence (phonics), as well as conversation, play-based learning, print, phonological awareness, shared reading, and vocabulary.<ref>{{cite web|url=http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ww_early_language.pdf |archive-url=https://ghostarchive.org/archive/20221009/http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ww_early_language.pdf |archive-date=2022-10-09 |url-status=live|title=Supporting early language and literacy #37|date=2011}}</ref>

===Sight words and sight vocabulary===

'''[[Sight word]]s''' (i.e. high-frequency or common words) are ''not'' a part of the phonics method.<ref>{{cite web|url=https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/reading-issues/what-are-sight-words|title=What are sight words, Understood.org|date=30 August 2019 }}</ref> They are usually associated with [[whole language]] and [[balanced literacy]] where students are expected to memorize common words such as those on the [[Dolch word list]] and the Fry word list (e.g., a, be, call, do, eat, fall, gave, etc.).<ref>{{cite web|url=https://www.uen.org/k-2educator/word_lists.shtml|title=Fry Instant Words, UTAH EDUCATION NETWORK}}</ref> The supposition (in whole language) is that students will learn to read more easily if they memorize the most common words they will encounter, especially words that are not easily decoded (i.e. exceptions). However, according to research, whole-word memorisation is "labor-intensive", requiring on average about 35 trials per word.<ref name="Bruce Murray 2019">{{cite journal|last1=Murray|first1=Bruce|last2=McIlwain|first2=Jane|title=How do beginners learn to read irregular words as sight words|journal=Journal of Research in Reading|volume=42|issue=1|year=2019|pages=123–136|issn=0141-0423 
|doi=10.1111/1467-9817.12250|s2cid=150055551|doi-access=free}}</ref>

On the other hand, phonics advocates say that most words are decodable, so comparatively few words have to be memorized. And because a child will over time encounter many low-frequency words, "the phonological recoding mechanism is a very powerful, indeed essential, mechanism throughout reading development".<ref>{{cite web|url=https://www.psychologicalscience.org/journals/pspi/pdf/pspi22.pdf|title=HOW PSYCHOLOGICAL SCIENCE INFORMS THE TEACHING OF READING, VOL. 2, NO. 2, NOVEMBER 2001, page 40.}}</ref> Furthermore, researchers suggest that teachers who withhold phonics instruction to make it easier on children "are having the opposite effect" by making it harder for children to gain basic word-recognition skills. They suggest that learners should focus on understanding the principles of phonics so they can recognize the phonemic overlaps among words (e.g., have, had, has, having, haven't, etc.), making it easier to decode them all.<ref>{{cite book |author=Seidenberg, Mark |title=Language at the speed of sight |page=147|publisher=Basic Books|location=New York, NY|year=2017|isbn=978-1-5416-1715-5}}</ref><ref>{{cite web|url=https://www.readingrockets.org/article/new-model-teaching-high-frequency-words|title=A New Model for Teaching High-Frequency Words, Reading Rockets|date=2019}}</ref><ref>{{cite web|url=http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Literacy/Striving-Readers-Comprehensive-Literacy-Grant/Literacy-Academy/2-07-Teaching-Sight-Words-According-to-Science.pdf.aspx?lang=en-US|title=Teaching Sight Words According to Science, OHIO Department of Education|date=2019}}</ref>

'''Sight vocabulary''' is a part of the phonics method. It describes words that are stored in long-term memory and read automatically. Skilled fully-alphabetic readers learn to store words in long-term memory without memorization (i.e. a mental dictionary), making reading and comprehension easier. The process, called ''[[orthographic mapping]]'', involves ''decoding, crosschecking, mental marking and rereading''. It takes significantly less time than memorization. This process works for fully-alphabetic readers when reading simple decodable words from left to right through the word. ''Irregular words'' pose more of a challenge, yet research in 2018 concluded that "fully-alphabetic students" learn irregular words more easily when they use a process called ''hierarchical decoding''. In this process, students, rather than decode from left to right, are taught to focus attention on the irregular elements such as a vowel-digraph and a silent-e; for example, ''break (b - r - '''ea - '''k), height (h - '''eigh''' - t), touch (t - '''ou - ch'''), and make (m - '''a'''- k'''e''')''. Consequentially, they suggest that teachers and tutors should focus on "teaching decoding with more advanced vowel patterns before expecting young readers to tackle irregular words".<ref name="Bruce Murray 2019"/><ref>{{cite web|url=https://www.readingrockets.org/research-by-topic/orthographic-mapping-acquisition-sight-word-reading-spelling-memory-and-vocabulary|title=Orthographic mapping, Reading rockets|date=19 September 2019}}</ref><ref>{{cite journal|journal=Scientific Studies of Reading|url=https://www.tandfonline.com/doi/full/10.1080/10888438.2013.819356?scroll=top&needAccess=true|title=Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning|author=Linnea C. Ehri|date=September 26, 2013| volume=18 | pages=5–21 |doi=10.1080/10888438.2013.819356}}</ref>

===Systematic phonics===
''Systematic phonics'' is not one specific method of teaching phonics; it is a term used to describe phonics approaches that are taught ''explicitly'' and in a structured, systematic manner.<ref name="NRP 2-89"/> They are ''systematic'' because the letters and the sounds they relate to are taught in a specific sequence, as opposed to incidentally or on a "when needed" basis.

Systematic phonics is sometimes mischaracterized as "skill and drill" with little attention to meaning. However, researchers point out that this impression is false. Teachers can use engaging games or materials to teach letter-sound connections, and it can also be incorporated with the reading of meaningful text.<ref name="Ehri-Linnea C. 2020"/>

Phonics can be taught systematically in a variety of ways, such as: synthetic phonics, analytic phonics and analogy phonics. However, their effectiveness vary considerably because the methods differ in such areas as the range of letter-sound coverage, the structure of the lesson plans, and the time devoted to specific instructions.<ref>{{cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|archive-url=http://webarchive.nationalarchives.gov.uk/20100512233640/http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|url-status=dead|archive-date=2010-05-12|title=Independent review of the teaching of early reading, Rose report, 2006, UK, pg. 2-89|access-date=2020-05-25}}</ref>

Systematic phonics has gained increased acceptance in different parts of the world since the completion of three major studies into teaching reading; one in the United States in 2000,<ref>{{cite web|url=https://www1.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf|title=Complete report - National Reading Panel}}</ref><ref>{{cite web |url=http://www.nichd.nih.gov/publications/nrp/findings.cfm |title=Findings and Determinations of the National Reading Panel by Topic Areas |url-status=dead |archive-url=https://web.archive.org/web/20080705194256/http://www.nichd.nih.gov/publications/nrp/findings.cfm |archive-date=2008-07-05 }}</ref> another in Australia in 2005,<ref name="Learning to read in Australia">{{cite web|url=https://www.researchgate.net/publication/233365611|title=Learning to read in Australia}}</ref><ref>{{cite journal|url=https://research.acer.edu.au/tll_misc/5/|title=Rowe, K., & National Inquiry into the Teaching of Literacy (Australia). (2005)|journal=Teaching and Learning and Leadership|date=December 2005|last1=Rowe|first1=Ken}}</ref> and another in the UK in 2006.<ref>{{cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|archive-url=http://webarchive.nationalarchives.gov.uk/20100512233640/http://publications.teachernet.gov.uk/eOrderingDownload/0201-2006PDF-EN-01.pdf|url-status=dead|archive-date=2010-05-12|title=Independent review of the teaching of early reading, Final Report, Jim Rose, March 2006|access-date=2020-05-25}}</ref>

In 2009, the UK [[Department of Education]] published a curriculum review that added support for systematic phonics, which in the UK is known as [[synthetic phonics]].<ref>{{cite web|url=http://publications.teachernet.gov.uk/eOrderingDownload/Primary_curriculum_Report.pdf|archive-url=http://webarchive.nationalarchives.gov.uk/20100205061400/http://publications.teachernet.gov.uk/eOrderingDownload/Primary_curriculum_Report.pdf|url-status=dead|archive-date=2010-02-05|title=Independent Review of the Primary Curriculum|access-date=2020-05-25}}</ref> Beginning as early as 2014, several States in the United States have changed their curriculum to include systematic phonics instruction in elementary school.<ref>{{cite web|url=https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/8c/8cf4adf5/8cf4adf587da2b191c07b09831798d521bc05adc/FrameworkFINALJuly2015.pdf |archive-url=https://ghostarchive.org/archive/20221009/https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/8c/8cf4adf5/8cf4adf587da2b191c07b09831798d521bc05adc/FrameworkFINALJuly2015.pdf |archive-date=2022-10-09 |url-status=live|title=English Language Development Framework for California Public Schools K-12, July 9, 2014}}</ref><ref>{{Cite web |url=http://www.nysed.gov/curriculum-instruction/english-language-arts-ela-literacy-standards|title=NY English Language Arts (ELA) & Literacy Standards, 2017|work=New York State Education Department }}</ref><ref>{{Cite web |url=https://education.ohio.gov/Topics/Operating-Standards/Table-of-Contents/Instruction/Phonics|title=Rules for Phonics, Ohio, 2015}}</ref><ref>{{cite web|url=http://www.arkansased.gov/divisions/learning-services/r.i.s.e.-arkansas|title=Reading Initiative for Student Excellence, arkansased.gov/divisions/learning-services, 2018|access-date=2020-03-21|archive-date=2019-07-30|archive-url=https://web.archive.org/web/20190730065851/http://www.arkansased.gov/divisions/learning-services/r.i.s.e.-arkansas|url-status=dead}}</ref> In 2018, the State [[Government of Victoria]], Australia, published a website containing a comprehensive Literacy Teaching Toolkit including Effective Reading Instruction, Phonics, and Sample Phonics Lessons.<ref>{{cite web |url=https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/effectivereading.aspx|title=Effective Reading instruction, The State Government of Victoria}}</ref>

===Synthetic phonics===
{{main|Synthetic phonics}}
''[[Synthetic phonics]]'', also known as blended phonics, is a method employed to teach students to read by ''sounding out'' the letters then ''blending'' the sounds to form the word. This method involves learning how letters or letter groups represent individual sounds, and that those sounds are blended to form a word. For example, ''shrouds'' would be read by pronouncing the sounds for each spelling, ''sh,r,ou,d,s'' (IPA {{IPAc-en|ʃ|,_|r|,_|aʊ|,_|d|,_|z}}), then blending those sounds orally to produce a spoken word, ''sh - r - ou - d - s = shrouds'' (IPA {{IPAc-en|ʃ|r|aʊ|d|z}}). The goal of either a blended phonics or synthetic phonics instructional program is that students identify the sound-symbol correspondences and blend their phonemes automatically. Since 2005, synthetic phonics has become the accepted method of teaching reading (by phonics instruction) in the United Kingdom and Australia. In the United States, a pilot program using the Core Knowledge Early Literacy program that used this type of phonics approach showed significantly higher results in K–3 reading compared with comparison schools.<ref>{{Cite web |url=http://www.coreknowledge.org/mimik/mimik_uploads/documents/712/CK%20Early%20Literacy%20Pilot%203%2012%2012.pdf |title=Core Knowledge Early Literacy Pilot in NYC |access-date=2013-07-08 |archive-date=2016-05-15 |archive-url=https://web.archive.org/web/20160515173133/http://www.coreknowledge.org/mimik/mimik_uploads/documents/712/CK%20Early%20Literacy%20Pilot%203%2012%2012.pdf |url-status=dead }}</ref> In addition, several States such as California, Ohio, New York and Arkansas, are promoting the principles of synthetic phonics (see [[Synthetic phonics#United States|synthetic phonics in the US]]).

===Analytic phonics and analogy phonics===
{{main|Analytic phonics}}

''Analytic phonics'' does not involve pronouncing individual sounds (phonemes) in isolation and blending the sounds, as is done in synthetic phonics. Rather, it is taught at the word level and students learn to analyze letter-sound relationships once the word is identified. For example, students analyze letter-sound correspondences such as the ''ou'' spelling of {{IPAc-en|aʊ}} in shr'''ou'''ds. Also, students might be asked to practice saying words with similar sounds such as '''b'''all, '''b'''at and '''b'''ite. Furthermore, students are taught consonant blends (separate, adjacent consonants) as units, such as '''br'''eak or '''shr'''ouds.<ref>{{cite web|url=https://www1.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel, USA, page 2-89}}</ref>

''Analogy phonics'' is a particular type of ''analytic phonics'' in which the teacher has students analyze phonic elements according to the speech sounds ([[Phonogram (linguistics)|phonogram]]s) in the word. One method is referred to as the ''onset-[[syllable rime|rime]])'' approach. The onset is the initial sound and the rime is the vowel and the consonant sounds that follow it. For example, in the words ''cat, mat and sat,'' the rime is '''at'''.) Teachers using the analogy method may have students memorize a bank of phonograms, such as ''-at'' or ''-am''.<ref name="Analogy based phonics, LD Online">{{cite web|url=http://www.ldonline.org/glossary/Analogy-based_phonics|title=Analogy based phonics, LD Online|access-date=2020-06-05|archive-date=2021-04-17|archive-url=https://web.archive.org/web/20210417212110/http://www.ldonline.org/glossary/Analogy-based_phonics|url-status=dead}}</ref><ref>{{cite web |url=https://www1.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel, USA, page 2-89}}</ref><ref name="Schwanenflugel-2016">{{Cite book |last1=Schwanenflugel |first1=Paula J. |title=The psychology of reading : theory and applications |date=2016 |first2=Nancy F. |last2=Knapp |isbn=978-1-4625-2350-4 |location=New York |oclc=913890283 |publisher= The Guilford Press}}</ref>

Teachers might also teach students about ''word families'' (e.g., c'''an''', r'''an''', m'''an''', or m'''ay''', pl'''ay''', s'''ay'''). When students are exposed to different word families, they are able to identify, analyze and construct different rhyming word patterns.<ref name="Schwanenflugel-2016" /> An example of a student's increasing ability to construct a rhyming word pattern with the ''oa'' grapheme would be as follows: ''road, toad, load and goad''.<ref name="Schwanenflugel-2016" /> Examples of other recognizable graphemes that allow students to construct rhyming word patterns are ''at, igh, ew, oo, ou'' and ''air''.<ref name="Reithaugh">{{Cite book |last=Reithaugh |first=Dawn |title=Orchestrating Success in Reading}}</ref> More letter combinations  or graphemes can be viewed in the table below to support students increasing ability to construct a rhyming word pattern of similar phonemes or speech sound:
{| class="wikitable"
|+Graphemes
!Consonant
Diagraphs
!Short Vowel
Sounds
!Long Vowel
Sounds
!Vowel
Diphthongs
|-
|ng
|ea
|ai
|ou_e
|-
|tch
|ough
|e_e
|oy
|-
|
|aw
|ea
|
|}
<ref name="Reithaugh" />

Letter combinations or graphemes  of new words should have letters students have already learned and can recognize on their own.<ref name="Schwanenflugel-2016" />

There have been many experimental research studies and  correlational data studies conducted on the effectiveness of instruction using analytic phonics and synthetic phonics. Johnston et al. (2012) conducted experimental research studies that tested the effectiveness of phonics learning instruction among 10 year old boys and girls.<ref name="Johnston-2012">{{Cite journal |last1=Johnston |first1=R. S |last2=McGeown |first2=S |last3=Watson |first3=J. E. |date=2012 |title=Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. |journal=Reading and Writing: Interdisciplinary Journal |volume=v25 n6 |issue=6 |pages=1365–1384 |doi=10.1007/s11145-011-9323-x |s2cid=55324494 |url=https://hull-repository.worktribe.com/file/464897/1/Long.pdf |archive-url=https://web.archive.org/web/20221121075703/https://hull-repository.worktribe.com/file/464897/1/Long.pdf |archive-date=2022-11-21 |url-status=live }}</ref>  They used  comparative data from the Clackmannanshire Report and chose 393 participants to compare synthetic phonics instruction and analytic phonics instruction.<ref>{{Cite web |url=http://www.gov.scot/Publications/2005/02/20682/52383|archive-url=https://www.webarchive.org.uk/wayback/archive/20170701074158/http://www.gov.scot/Publications/2005/02/20682/52383|url-status=dead|archive-date=2017-07-01|title=Clackmannanshire Report, a seven-year study that was published in 2005, webarchive.org.uk }}</ref><ref name="Johnston-2012" />  The boys taught by the synthetic phonics method had better word reading than the girls in their classes, and their spelling and reading comprehension was as good. On the other hand, with analytic phonics teaching, although the boys performed as well as the girls in word reading, they had inferior spelling and reading comprehension. Overall, the group taught by synthetic phonics had better word reading, spelling, and reading comprehension. And, synthetic phonics did not lead to any impairment in the reading of irregular words.<ref name="Johnston-2012" />

===Embedded phonics with mini-lessons===
''Embedded phonics'', also known as ''Incidental phonics'', is the type of phonics instruction used in [[whole language]] programs. It is not ''systematic phonics''. Although phonics skills are de-emphasised in whole language programs, some teachers include phonics "mini-lessons" when students struggle with words while reading from a book. Short lessons are included based on phonics elements the students are having trouble with, or on a new or difficult phonics pattern that appears in a class reading assignment. The focus on meaning is generally maintained, but the mini-lesson provides some time for focus on individual sounds and the letters that represent them. Embedded phonics is different from other methods because instruction is always in the context of literature rather than in separate lessons about distinct sounds and letters; and skills are taught when an opportunity arises, not systematically.<ref>{{cite web|url=http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf |archive-url=https://ghostarchive.org/archive/20221009/http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf |archive-date=2022-10-09 |url-status=live|title=Put reading first booklet, Partnership for reading, National institute for literacy, 3rd ed.}}</ref><ref>{{cite web|url=https://literacytrust.org.uk/information/what-is-literacy/what-phonics/|title=What is phonics? National literacy trust, UK}}</ref><ref>{{cite web|url=https://www.ldaustralia.org/utgp.html|title=Understanding Terminology of Grammar and Phonics, Learning diffeculties, Australia|access-date=2020-06-05|archive-date=2020-06-05|archive-url=https://web.archive.org/web/20200605124753/https://www.ldaustralia.org/utgp.html|url-status=dead}}</ref>

===Phonics through spelling===
For some teachers this is a method of teaching spelling by using the sounds (phonemes).<ref>{{cite web|url=https://www.readingrockets.org/article/phonics-instruction|title= Phonics instruction, Reading Rockets|date= 24 April 2013}}</ref> However, it can also be a method of teaching reading by focusing on the sounds and their spelling (i.e. phonemes and syllables). It is taught systematically with guided lessons conducted in a direct and explicit manner including appropriate feedback. Sometimes [[mnemonic]] cards containing individual sounds are used to allow the student to practice saying the sounds that are related to a letter or letters (e.g., ''a'', ''e'', ''i'', ''o'', ''u''). Accuracy comes first, followed by speed. The sounds may be grouped by categories such as vowels that sound short (e.g., c-'''a'''-t and s-'''i'''-t). When the student is comfortable recognizing and saying the sounds, the following steps might be followed: a) the tutor says a target word and the student repeats it out loud, b) the student writes down each individual sound (letter) until the word is completely spelled, saying each sound as it is written, and c) the student says the entire word out loud. An alternate method would be to have the student use mnemonic cards to sound-out (spell) the target word.

Typically, the instruction starts with sounds that have only one letter and simple CVC words such as ''sat'' and ''pin''. Then it progresses to longer words, and sounds with more than one letter (e.g., h'''ea'''r and d'''ay'''), and perhaps even syllables (e.g., wa-ter). Sometimes the student practices saying (or sounding-out) cards that contain entire words.<ref>{{cite journal|title=Response to Phonics Through Spelling Intervention in Children With Dyslexia, ISSN: 1057-3569 (Print) 1521-0693 (Online) |journal=Reading & Writing Quarterly |date=2020-01-13|doi=10.1080/10573569.2019.1707732|s2cid=212828096|doi-access=free|hdl=2066/219397|hdl-access=free}}</ref>