![]() ![]() There are literally hundreds of supplementary programs on the market, and new programs appear regularly. Many parents seek out such programs to use at home if they are concerned that their children are experiencing difficulty learning to read in school. These programs are commonly used with students identified as having reading disabilities. In addition to the basal programs, teachers often supplement their regular instruction with published phonics programs. found that few programs included an explicit phonics approach, and student reading selections often did not correspond to the words children were learning during word-recognition instruction making most of the selections inaccessible to the readers. Recent reviews of the major commercial programs (Smith et al., in press Stein, Johnson, & Gutlohn, 1998) have revealed that word- recognition instruction and instruction in oral language skills related to word recognition were inadequately represented. These commercially published basal reading programs are particularly important because they are typically adopted by a school or district and become the cornerstone of instruction for most classrooms. These programs often contain phonics and word-recognition activities embedded in a sequence of instruction that includes shared reading from children’s literature, guided reading in predictable stories, and writing activities. Many teachers teach phonics and word recognition by using the district’s commercially published basal reading program, typically a program of instruction that includes grade-level materials for teaching reading with a teacher’s guide and student reading materials as well as ancillary materials that support the primary components. Some of the phonics and word-recognition instruction are integrated in large basal reading programs and others are in supplemental programs narrowly focused to address one aspect of instruction. Many publishers - both large and small - have developed programs of phonics and word-recognition instruction. It is evident that no one aspect of a beginning program should monopolize instructional time. As they read books and other print materials, children learn to combine their knowledge of print and sounds with their knowledge of language to read with meaning and enjoyment. They learn that the sounds in spoken words relate to the patterns of letters in written words in predictable and often generalizable ways. Children take part in phonics lessons and word-recognition strategy instruction. Other experiences focus on word recognition of printed words as children engage in print awareness, letter recognition, writing, and spelling activities. For example, children take part in oral language activities that concentrate on concept and vocabulary development children hear good stories and informational texts read aloud they read and discuss with other children what they read, often under the guidance of their teachers. Some of these experiences focus on meaning. To achieve these goals with all children, an effective classroom program of beginning reading instruction must provide children with a wide variety of experiences that relate to a number of important aspects of reading. The goals of reading instruction are many, but certainly include that children will read with confidence, that they will understand what they read, and that they will find reading a source of knowledge and pleasure. ![]() These guidelines will assist educators in selecting programs that enable all children to be successful in learning to read. Guidelines are included based on this information as well as on 4 other aspects of reading instruction (i.e., oral language development, print awareness, reading aloud, and independent wide reading) that are central to any accessible and effective classroom program. Information is provided about the content of effective word-recognition instruction. This article examines the content and instructional plans of phonics and word recognition to be used with children with reading disabilities. ![]()
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