Editing Phonics (section)

===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>