Phonics and Structural Analysis

1. Can I have children just read the stories in the Reader without using the Student Book?

No. The Student Books are the backbone of the program. They contain the core instruction children need to succeed in reading the stories in the Reader. Each story in the Reader has phonetically controlled vocabulary so that children can practice skills they have learned and build confidence in their reading ability.

2. Why aren't long vowels introduced earlier in the program?

In the first two levels of the program, children learned one sound for one letter. Limiting the words children read to those containing the phonetic elements they have been explicitly taught teaches them quickly that they can predictably start at the left and blend sounds in sequence to decode words. Reading long vowel words is a more complex task. To read note, children must know that the e is silent and signals that the o is long. Children are ready to look at larger chunks of words only after they have built a firm foundation of letter-sounds and blending.

3. Must children memorize the reading rules?

No. Children should be able to recognize and explain the effect of the rules on the sounds of letters, but they do not have to be able to repeat the rules from memory.

4. How do I help a child who is struggling with an unfamiliar word?

Do not tell her the word. Instead, tell her that she has the tools to decode the word. Have her look carefully at the letters and spelling patterns and remind her of any rules that govern the sounds the letters make.

5. How can I assess decoding skills?

Use the Dictation and Spelling routines and the Student Book pages to informally assess children's progress on an ongoing basis. Use the Progress Tests and the End-of-Level Tests for a formal assessment of children's skills.

6. How can I help struggling students?

Each unit contains many review and reinforcement opportunities for children who need additional help, including Ten-Minute Tuck-Ins.