2.

PHONICS
Phonics is the relationship between written and spoken
letters and sounds.
Goals for Phonic Instructions

 Phonics instruction teaches students frequently recurring

patterns of language, so they can read unfamiliar words.
 Phonics instruction builds instant word recognition.
 Decoding is not the end goal. Decoding is the means to an
end.
 Comprehension is the ultimate goal of reading instruction.

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 PHONIC TERMINOLOGIES
 Consonant: A letter whose sound is blocked (controlled) by
the lips, tongue, teeth, or throat.

 Vowel: One of the 6 letters of the English alphabets whose

sounds are voiced, open and unobstructed (a, e, I, o, u, y)

 Diagraphs: two adjacent letters representing a single speech

sound. It can be either two consonants (sh, th, ng, wh) or two
vowels (ee, ea, ay, oo)

 Dipthongs: Two adjacent vowels whose sounds slide

smoothly together in one syllable (oi, oy, ou, ow)
 Syllable
•A syllable is a word or part of a word pronounced
together in one beat with one push of the breath

•A syllable has one vowel sound.

Six types of
syllables
 Six kinds of Syllables

1. A closed syllable has only one vowel and ends in a

consonant. The vowel is usually short.
2. A vowel consonant – e syllable ends in one vowel, one
consonant, and a final e. The final e is silent. The vowel
says its own name.
3. An open syllable ends in one vowel. The vowel usually
says its own name.
4. 4. An r-controlled syllable has a vowel followed by an r,
which modifies the vowel sound.
5. 5. A double vowel syllable has two vowels that together
make one sound. This sound has to be learned, as it often
takes on a sound different from either single vowel.
6. 6. All of the words have a consonant, and le at the end of
the words.
 1. Closed Syllables

A closed syllable has only one vowel and ends in a consonant.

The vowel is usually short:
 CVC words: Bat/sit/hut/cot/bet
 CCVC Words: Spot/crab/twin/bled/trap
 CVCC Words: Tint/wept/belt/sift/lamp
 Sub /ject
 Prob /lem

 C- Consonant
 V- Vowel
2. Vowel- Consonant- Silent e
A vowel consonant – e syllable ends in one vowel, one
consonant, and a final e. The final e is silent. The preceding
vowel says its own name:
 Ate
 Broke
 Pin- Pine
 Hop-Hope
 Hat- Hate
 Tub- Tube
 Spin- Spine
 3. Open Syllables

An open syllable ends in one vowel. The vowel usually says its
own name:
 He
 Go
 Hi
 Ma /jor
 U /nit
Find the Pattern

ar
or
er
ir
ur
 4. Vowel-r

An r-controlled syllable has a vowel followed by an r, which

modifies the vowel sound (makes an unexpected sound):
 ar as in car
 or as in fork
 er as in herd
 ir as in girl
 ur as in purse
 Find the Pattern

oil/boy
rain/day out/owl
tree/ bean haul/saw
book/stool
5. Vowel Pair Syllables (V V)
 A double vowel syllable has two vowels that together make
one sound. This sound has to be learned, as it often takes on
a sound different from either single vowel:
oil/ boy
rain/day out/owl
tree / bean haul/saw
book/ stool
 Find the Pattern

What looks the same in all these words ?

table
drizzle
uncle
simple
candle
battle
jungle
6. Final Stable Consonant (consonant- le)
All of the words have a consonant, and le at the end of the
words.

These combinations of letters are called final stable syllables.

Final because these combinations are found in final

position of the words. Stable because the pronunciation of
each of these combinations is reliable.
Syllable Division Patterns
Skilled readers are able to read long, unfamiliar words with
ease because they can perceive where the word should
divide.

To perceive where the word should divide, students need to be

familiar with reliable syllable division patterns.
 CONSONANTS AND VOWELS
Vowel opens the mouth
Consonant closes the mouth

Syllable
•A syllable is a word or part of a word made with one
opening of the mouth.
•A syllable has one vowel sound.
Six types of
syllables.
 1. Open Syllables

An open syllable ends in one vowel. The vowel usually says its
own name:
 He
 Go
 Hi
 Ma /jor
 U /nit
 2. Closed Syllables

A closed syllable has only one vowel and ends in a consonant.

The vowel is usually short:
 Bat
 spot
 Tint
 Sub /ject
 Prob /lem
3. Vowel- Consonant- Silent e

A vowel consonant – e syllable ends in one vowel, one

consonant, and a final e. The final e is silent. The preceding
vowel says its own name:
 Ate
 Broke
 Hand /shake
 Ro /tate
Find the Pattern

ar
or
er
ir
ur
 4. Vowel-r

An r-controlled syllable has a vowel followed by an r, which

modifies the vowel sound (makes an unexpected sound):
 ar as in car
 or as in fork
 er as in herd
 ir as in girl
 ur as in purse
 Find the Pattern

oil/boy
rain/day out/owl
tree/ bean haul/saw

book/stool
 5. Vowel Pair Syllables (VV)

 A double vowel syllable has two vowels that together make

one sound. This sound has to be learned, as it often takes on
a sound different from either single vowel:
oil/ boy
rain/day out/owl
tree / bean haul/saw
book/ stool
 Find the Pattern

What looks the same in all these words ?

table
drizzle
uncle
simple
candle
battle
jungle
6. Final Stable Consonant
(consonant- le)
All of the words have a consonant, and le at the end of the
words.

These combinations of letters are called final stable syllables.

Final because these combinations are found in final

position of the words. Stable because the pronunciation of
each of these combinations is reliable.
 Six kinds of Syllables

1. An open syllable ends in one vowel. The vowel usually says its own name.

2. A closed syllable has only one vowel and ends in a consonant. The vowel
is usually short.

3. A vowel consonant – e syllable ends in one vowel, one consonant, and a

final e. The final e is silent. The vowel says its own name.

4. An r-controlled syllable has a vowel followed by an r, which modifies the

vowel sound.

5. A double vowel syllable has two vowels that together make one sound.
This sound has to be learned, as it often takes on a sound different from
either single vowel.

6. All of the words have a consonant, and l e at the end of the words.
 5 Syllable
Division Rules
 Syllable Division Patterns

Skilled readers are able to read long, unfamiliar words with

ease because they can perceive where the word should
divide.

To perceive where the word should divide, students need to be

familiar with reliable syllable division patterns.
 VC / CV: When two or more consonants stand between two
vowels , divide between the consonants, keeping blends or
digraphs together: pup-pet, hun-dred, a
sup-pose, fan-tas-tic.

 V / CV: When a single consonant is surrounded by two vowels the most

common division is before the consonant, making the vowel in
the first syllable long: hu-man,
lo-cate, pi-lot, e-ven.

 VC / V: If the V/CV Syllabication Rule does not make a

recognizable word, divide after the consonant and give the vowel its
short sound: rap-id, sol-id, cab-in,
stud-y.

 /Cle: Divide before the consonant –le. Count back three letters
from the end of the word and divide: star-tle, sta-ble, am-ble, ea-
gle.

 V / V: Only a few words divide between the vowels: di-et,

flu-id, qui-et, i-o-dine.
 1. VCCV Words (Syllabication Rule)

In this pattern, there are two consonants

between two vowels. This pattern appears in
V CCV
words such as:

nap/kin
V C C V

com/bine

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 First Choice for VCCV

1. VC/CV Words (Syllabication Rule)

When two consonants come between two vowels, the word

usually divides between the two consonants.

The accent falls on the first syllable.

nap’kin mas’cot in’sect

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 Second Choice for VCCV

1. VC/CV Words (Syllabication Rule)

When two consonants come between two vowels, the
word usually divides between the two consonants.

The accent falls on the second syllable.

in sist’ com bine’ pas tel’

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 Remember for VCCV words
Keep blends and digraphs
together

Blend: eg. Hun/dred

Digraph: eg. Hand/shake

1. VC/CV WORDS (SYLLABICATION RULE)

1. Escape 1. Immune
2. Sunshine 2. Puppet
3. Absent 3. Trumpet
4. Candid 4. Consent
5. Blossom 5. Problem
6. Confide 6. Goblet
7. Reptile 7. Trombone
8. Subscribe 8. Commune
9. Contemplate 9. Confiscate
10. Chipmunk 10. Tadpole
11. Enchant 11. Infiltrate
12. pumpkin 12. Conquest
13. Gossip 13. Sudden
14. Sandwich 14. Trumpet
15. Cascade 15. Backstroke
 2. V/CV Words (Syllabication Rule)

In this pattern, there is one consonant

between two vowels. This pattern
appears in words such as:
ro/tate
V C V

e/vent
V C V

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 First Choice for V/CV

2. V/CV Words (Syllabication Rule)

When one consonant comes between two
vowels, the word usually divides before the
consonant.

The accent falls on the first syllable.

I’ris su’per tu’lip

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 Second Choice for V/CV

2. V/CV Words (Syllabication Rule)

When one consonant comes between two
vowels, the word usually divides before the
consonant.

The accent falls on the second syllable.

re quest’ o mit’ u nite’

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2. V/CV WORDS (SYLLABICATION RULE)

1. Trophy 1. Open
2. Decide 17. Frequent
3. Deduct 18.Totem
4. Equal 19. Elope
5. Blazer 20.Climax
6. Rodent 21.Locate
7. Susan 22.Veto
8. Crater 23.Event
9. Cuban 24.Lilac
10. Spider 25.Tiger
11. Bison 26.Ivy
12. Navy 27.Label
13. Stacey 28.Venus
14. Sloping 29.Tuna
15. Climax 30.Slogan
 3. VC /V Syllabication Rule

When one consonant comes between two

vowels, the word usually divides after the
consonant.

The accent falls on the first syllable.

tim’id trav’el mod’ern

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 3. VC/V WORDS (SYLLABICATION RULE)
1. Cabin

2. Clever 1. civic
3. Finish 2. vanish
4. Body 3. vivid
5. Study 4. frolic
6. Dragon 5. denim
7. Credit 6. wagon
8. Limit 7. product
9. Closet 8. relish
10.Punish 9. widow
11.Habit 10.Comic
12.Ever 11.second
13.Linen 12.devil
14.Copy 13.pedal
15.Modern 14. camel
15.seven
 4. /cle Words (Syllabication Rule)

 Divide before the consonant –le . Count back three letters

from the end of the word and divide:

star-tle
sta-ble
ea-gle
driz-zle
4. /CLE WORDS (SYLLABICATION
RULE)
1. Table 1. Bugle
2. Gurgle 2. Single
3. Humble 3. Cable
4. Handle 4. Saddle
5. Cattle 5. Huddle
6. Circle 6. Riddle
7. Candle 7. Crinkle
8. Pebble 8. Settle
9. Paddle 9. Little
10. Trifle 10. Gentle
11. Poodle 11. Fable
12. Puddle 12. Idle
13. Eagle 13. Pimple
14. Brittle 14. Kettle
15. Middle 15. Sprinkle
5. V/V Words (Syllabication Rule)

 Only a few words divide between the vowels

po-em
di-et
flu-id
5. V/V WORDS (SYLLABICATION RULE)
1. Chaos 1. Meander
2. Create 2. trial
3. Dial 3. Oasis
4. Cruel 4. Fluent
5. Idea 5. Museum
6. Poet 6. Client
7. Dual 7. Fluid
8. Real 8. Neon
9. Lion 9. Defiant
10. Boa 10. Iota
11. Fuel 11. Rodeo
12. Cameo 12. Triumph
13. Quiet 13. Violet
14. Ideal 14. Violin

15. Noel
 Morphology

Base word – a plain word

Root – a unit of meaning

Affix – a letter or group of letters added to the

beginning or end of a word or a root that changes
its meaning or grammatical form

Derivative – a base word or root with an affix or

affixes attached.
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 Base word, Root, Derivatives, Affix
auditorium
helpfulness
salamander
gigantic
television
portability

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Tri ( three )

tricycle
trillion
trimester
trio
triple
triplet
triplicate
 GUIDELINES FOR USING RULES AND
GENERALIZATIONS
 Don’t make rules / generalization the emphasis of phonics
instruction.
 Teach only those rules/ generalizations with the most utility .
 Emphasize applying the rules / generalizations rather than
verbalizing them.
 Don’t teach the rules / generalization too soon or too late .
 Never teach rules as absolutes.
 Using
STRUCTURAL ANALYSIS Word Parts
T HE SE W OR D A N A LY SI S SKI LL S T E A C H C HI L D RE N
HO W T O T A CK L E M UT L I -S Y L L A BL E W O RD S A S T H E Y
GR OW I N T O H I G HE R C L A SSE S:

 Compound words
 Prefixes
 Suffixes (including plurals and inflectional endings)
 Homophones
 Syllabication
 Children in fourth grade and above should also receive
instruction in Latin and Greek roots and how to use to read
and spell words.
 COMPOUND WORDS
Open
(e.g.
A compound word is fire
drill)
word made up of two
smaller words. Often
the meaning of a
compound word can Types of
compoun
be derived from the d words
meaning of the two Close
smaller words. (e.g.,
doghouse
Hyphenated(
e.g. send-off)
)
 COMPOUND WORDS

Encourage children to look for smaller words in larger

words to help them pronounce and sometimes figure
out the meanings of the larger word. Compound word
instruction introduces this concept. However, guide
children to look for words with more than two or three
letters in a larger word. Identifying a two-letter word
isn’t always helpful. For example, finding the word to
in “town” or “tornado” is useless for both determining
pronunciation and meaning.
 Point out to children that when a compound word is
divided, each remaining smaller word must be able to
stand on its own.
 PREFIXES

 A prefix is a group of letters that appears at the front of a

word. A prefix affects the meaning of the root or base word to
which it is attached. To determine whether a group of letters is
a prefix, remove them from the word. If a known word remains,
you have a prefix. For example, remove the letters un from the
following words: unhappy, untie, uninterested. In which word
are the letters un not a prefix? (uncle)
 Make students aware of the following warnings about prefixes.
 Most prefixes have more than one meaning. (e.g.-un)
 Be careful of letters clusters that look like prefixes but aren’t . (un in
uncle)
 Don’t rely solely on word- part clues.
 Teach only the most common prefixes.
 SUFFIXES
 A suffix is letter or group of letters that is added to the end
of a root or base word.
 Common suffixes include s, ed, ing, ly, and tion.
 A suffix changes the meaning of the root or base word.
Therefore, children need to understand the meaning of a
suffix and how it affects the word it is attached to.
 Adding a suffix sometimes changes the spelling of a base
word. It’s important to teach those suffixes that cause
spelling changes directly. The three most common spelling
changes caused by adding suffixes are:
 Consonant doubling (runner, running) :
 Changing y to i (flies, happiest, loneliness )
 Deleting the silent e (making.
 Teach only the most commonly used suffixes.
 HOMOPHONES

 Homophones are words that sound the same but have

different meanings and spellings. Each homophone contains
the same number of phonemes but different graphemes. The
spellings of homophones are critical because they provide
clues to the word’s meaning.
 Homophones can be taught as early as first grade. It is
helpful to have children to write and read easy homophone
words in multiple contexts.
 SYLLABICATION

 A syllable is a unit of pronunciation.

 Whether a group of letters forms a syllable depends on the
letters that surround it (Adams, 1990)..
 One syllable in a multisyllabic word receives more emphasis
or stress.
 To decode multisyllabic words, children must be able to divide
words into recognizable chunks.
 Children need training in dividing words according to
syllables.
 They must (1) first understand how to figure out the vowel sound in
one-syllable spelling patterns such as CVC and CVCe., and (2)
understand that a syllable has only one vowel sound , but that vowel
sound may be spelled using more than one vowel.
 SYLLABICATION

 Children can use syllabication strategies to approximate a

word’s pronunciation.
 Some words can be divided in more than one way . For
example: treaty, treat-y, trea-ty.
 Traditional syllabication strategies can be ineffective .
 SYLLABICATION

 Few syllabication generalizations are very useful to children,

but some are worth pointing out
 Inflectional endings such as ing, er, est and ed often form separate
syllables
 When two are more consonants appear in the middle of a word,
divide the word between them (CVC/CVC)
 When a two –syllable word ends in a consonant plus le, the
consonant and le form the last syllable. If the preceding syllable ends
in a consonant, try the short sound of the vowel. Examples: wiggle,
sample). If the preceding syllable ends with a vowel, try he long
sound of the vowel
 SYLLABICATION

 When a two- syllable word ends in a consonant plus re, the consonant
and re form the last syllable. If the preceding syllable ends with a
vowel, try the long sound of that vowel (eg: acre).
 Sometimes we need to break apart vowel diagraphs eg. po/em,
I/o/wa.
ERRORS IN READING
AND THEIR
REMEDIATION
 ERRORS IN READING AND THEIR
REMEDIATION
 Omission: The reader omits letters (for example belt/bet) or
whole words when reading. Generally, it is the middle and end
part of a word that is omitted.
 Remediation: the child’s attention must be directed to special
features of the word. Teaching him to scan the complete word
is a useful strategy.
 ERRORS IN READING AND THEIR
REMEDIATION
 Additions and Insertions: The child inserts a letter/s where
not required (play/played) or a syllable (care/careful). This
happens because he fails to follow the context, is unable to
identify the words quickly, or fails to comprehend the
meaning of what he is reading.
 Remediation: Choral reading and having the child read along
with taped reading can help.
 ERRORS IN READING AND THEIR
REMEDIATION
 Substitution: The reader substitutes words which look the
same (house for home; guess for guest).
 Remediation: The use of flash cards is good method of
remediating substitutions because it directs the student’s
attention to the sounds and syllables of individual words. . To
remedy mispronunciations, use diacritical markings. Teach
the child to listen for sound differences. Practice with choral
reading and rhyming also help.
 ERRORS IN READING AND THEIR
REMEDIATION
 Repetitions: A child frequently repeats words because he
cannot make sense of the meaning or is embarrassed and
nervous when reading.
 Remediation: One way to correct regressions and repetitions
is to first read silently before reading aloud. Use phrase cards
instead of a passage which may appear overwhelming to the
child; develop a stock of sight words which he can read
fluently; have the child listen to himself read so that he
realizes he is repeating words.
 ERRORS IN READING AND THEIR
REMEDIATION
 Reversals: Letters, parts of words, or whole words may be
reversed, for example, p and q, b and d; was for saw; aminal
for animal. Sometimes an entire part of the sentence is
reversed: “The boy went into the garden” becomes garden
into the went boy”. Or, part of a compound word gets
transposed: postman become manpost.

 Remediation: The first remedial step is to establish the

concepts of right and left by using motor movements.
Teachers can use a simple game like “Simon says”. Next,
teach them to distinguish between letters that circle to the
right (B, P, p, b, h, m, n, r) and circle to the left (c, a, d, q, e,
f). Use colours if needed. Direct their attention to the fact
that reading involves sweeping from left to right.
 ERRORS IN READING AND THEIR
REMEDIATION
 Word-by-Word Reading: The reader frequently loses his
place when reading, using no intonation, expression or
punctuation and pausing so long that he loses sight of the
meaning. Poor word-identification skills, lack of sight
vocabulary and inability to use context are some common
cause to explain word-by-word reading.
 Remediation: Some remedial tips are: increase the pace of
the reading by moving a piece of paper along the page; read
along with the child at a faster pace; use flash cards with
phrases; give the students practice in choral reading.
 ERRORS IN READING AND THEIR
REMEDIATION

 Sound Blending: Sound blending is the ability to combine

letters into words. If a child is having reading problem he
may continue to isolate the sound while reading even in
much older grades, producing what teachers will recognize
as a very slow, laborious rate of reading.
 Remediation: By teaching meaningful words patterns
(rather than emphasizing isolated words sounds) and using
words in context
 ERRORS IN READING AND THEIR
REMEDIATION
Memory Skills : Children with reading
disorders often have a poor memory and are
unable to:
 retain impressions or traces of visual and auditory
stimuli.
 make comparisons with past auditory and visual
experiences; and
 store and retrieve grapheme-phoneme
correspondence.
 Remediation:
 Teaching Word Identification and Discrimination
 Auditory Discrimination
 TEN TECHNIQUES THAT
SUPPORT READING
INTERVENTION INSTRUCTION
TECHNIQUES THAT SUPPORT READING
INTERVENTION
1. Prompting
2. Assisted reading
3. Supported contextual reading
4. Repeated reading
5. Echo reading
6. Cloze passage
7. Oral reading by the teacher
8. Constructing word families
9. Elkonin boxes
10. Language experience
Thank-You