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Phonics/Decoding

What this reader might look like...

  • Low rate and/or low accuracy.

  • Has inefficient decoding skills.  

  • May sound “choppy” due to the constant self-corrections and repetitions.

  • May overly rely on context and memorization.

 

What your Universal Screening data might look like:

The rate score and/or accuracy score on your district’s reading screener (FAST, DIBELS, AIMsWEB) would not be proficient. Most times, accuracy is less than 95%.

 

Some Diagnostic Assessments to guide instructional planning are:
 
Instructional Routines

Explicit and systematic instruction on word identification and phonology is necessary. The routines below are meant to be done repeatedly over time, building on additional skills as they are mastered.

Opportunities to read connected text at an appropriate (instructional and independent) reading level is also important.

 

"A reader must have full knowledge of the connections between the phonemes and the graphemes. This knowledge must be at an automatic level before readers can acquire a substantial sight vocabulary and fluent reading can occur. In other words, accuracy is a prerequisite for fluency."  ~ Mather & Wendling, 2012

Keystone's materials, both online and the physical media collection, offer resources that can help all readers. Check out these helpful online tools and videos compiled by Norma Thiese, Media Specialist for the Keystone AEA.

Providing Systematic Instruction

Understanding the progression for teaching sounds is important in planning systematic instruction.  Here are two sequences for phonics instruction.

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Other Resources for Phonics/Decoding Instruction

 

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Anchor 2

General Outcome Indicator

(How do you know it’s working?)

  • Increased accuracy on progress monitoring tool.

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