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How to Use This Collection: Teaching Phonics, Phonemic Awareness, and Phonological Awareness

How to Use This Collection: Teaching Phonics, Phonemic Awareness, and Phonological Awareness

Along with suggested resource pairings and discussion prompts, this guide also includes additional resources from ILA such as open-access journal articles.


Heidi Anne Mesmer on Using a Lesson Routine and Prioritizing Useful Letter–Sound Patterns

Heidi Anne Mesmer on Using a Lesson Routine and Prioritizing Useful Letter–Sound Patterns

What specific techniques can be used to accelerate foundational skills instruction, particularly considering the effects of COVID-19, that are both engaging and effective. *This video is excerpted from a full session.

Speaker(s): Heidi Anne Mesmer


Christina Cassano on Why Phonological Awareness and Phonics Instruction Are Essential to Comprehension

Christina Cassano on Why Phonological Awareness and Phonics Instruction Are Essential to Comprehension

What decades of research tell us about phoneme-level awareness and phonics instruction, and the importance of instruction being systematic and explicit, playful and meaningful, and applicable to authentic reading and writing. *This video is excerpted from a full session.

Speaker(s): Christina Cassano


Sonia Q. Cabell on Setting the Foundation for Reading Success

Sonia Q. Cabell on Setting the Foundation for Reading Success

What preschool teachers can do to play on students’ natural curiosity and help develop their decoding skills, phonological awareness, language development, and more. *This video is excerpted from a full session.

Speaker(s): Sonia Q. Cabell


Dedicating Instructional Time to Phonics Instruction

Dedicating Instructional Time to Phonics Instruction

On just how much instructional time during English language arts should be dedicated to phonics instruction in the early grades. *This video is excerpted from a full session. [7 minutes]

(BONUS: Read Duke’s article mentioned in the video, “Phonics Faux Pas: Avoiding Instructional Missteps in Teaching Letter-Sound Relationships," published by AFT.)

Presenter(s): Sonia Q. Cabell, Nell K. Duke, and Gwendolyn McMillon


Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

On the effectiveness of training and preparation programs in increasing elementary teachers’ knowledge needed to promote effective reading instruction based on the science of reading.

Author(s): Alida K. Hudson, Karol A. Moore, Bing Han, Poh Wee Koh, Emily Binks-Cantrell, and R. Malatesha Joshi


Literacy Redesigned: A Look at the Results of a Restructured High School Literacy Class

Literacy Redesigned: A Look at the Results of a Restructured High School Literacy Class

A look at one school’s significant gains in achievement and engagement after incorporating rigorous, systematic phonics instruction as one component of their restructured literacy class.

Author(s): Brandi MacDonald


Beyond What’s Essential, Effective, and Efficient: Ensuring Phonological Awareness Instruction and Assessment Are Equitable

Beyond What’s Essential, Effective, and Efficient: Ensuring Phonological Awareness Instruction and Assessment Are Equitable

How when phonological awareness instruction is viewed through an equity lens, the goal of providing essential, effective, and efficient instruction is expanded to include equitable opportunities that build on students’ strengths, cultural backgrounds, and experiences. [Article; 2 pages]

Author(s): Leigh E. Rohde, Katie A. Paciga, and Christina M. Cassano


Everybody’s Selling It—but Just What Is Explicit, Systematic Phonics Instruction?

Everybody’s Selling It—but Just What Is Explicit, Systematic Phonics Instruction?

Defining what explicit, systematic phonics instruction is, incorporating a scope and sequence for content delivery and a variety of word study activities. [Article; 11 pages]

Author(s): Heidi Anne E. Mesmer and Priscilla L. Griffith


Key Knowledge to Support Phonological Awareness and Phonics Instruction

Key Knowledge to Support Phonological Awareness and Phonics Instruction

Supporting early childhood and elementary teachers with knowledge about language structures; reading components, processes, and development; and effective instructional practices. [Article; 10 pages]

Author(s): Shayne B. Piasta and Alida K. Hudson