EXPLICIT AND

IMPLICIT
PHONICS
APPROACH
PHONICS
 PHONICS
• IS A METHOD OF TEACHING READING AND
WRITING THAT FOCUSES ON THE
RELATIONSHIP BETWEEN LETTERS AND
THE SOUNDS THEY REPRESENT. IT
INVOLVES TEACHING CHILDREN THE
INDIVIDUAL SOUNDS (PHONEMES) OF
LETTERS OR LETTER COMBINATIONS AND
HOW TO BLEND THEM TOGETHER TO READ
WORDS.
 PHONICS ARE CRUCIAL FOR THE
DEVELOPMENT OF EARLY LITERACY
SKILLS IN CHILDREN. HERE ARE SOME
REASONS WHY PHONICS IS IMPORTANT:
• 1. READING AND
DECODING
 PHONICS ARE CRUCIAL FOR THE
DEVELOPMENT OF EARLY LITERACY
SKILLS IN CHILDREN. HERE ARE SOME
REASONS WHY PHONICS IS IMPORTANT:
• 2. SPELLING
 PHONICS ARE CRUCIAL FOR THE
DEVELOPMENT OF EARLY LITERACY
SKILLS IN CHILDREN. HERE ARE SOME
REASONS WHY PHONICS IS IMPORTANT:
• 3. VOCABULARY
DEVELOPMENT
 PHONICS ARE CRUCIAL FOR THE
DEVELOPMENT OF EARLY LITERACY
SKILLS IN CHILDREN. HERE ARE SOME
REASONS WHY PHONICS IS IMPORTANT:
• 4. FLUENCY AND
COMPREHENSION
 PHONICS ARE CRUCIAL FOR THE
DEVELOPMENT OF EARLY LITERACY
SKILLS IN CHILDREN. HERE ARE SOME
REASONS WHY PHONICS IS IMPORTANT:
• 5. INDEPENDENT
LEARNING
 EXPLICIT INSTRUCTION
• IS A DIRECT AND SYSTEMATIC
APPROACH TO TEACHING
PHONICS. IT INVOLVES CLEARLY
AND EXPLICITLY TEACHING
PHONICS RULES, SOUNDS, AND
LETTER-SOUND RELATIONSHIPS.
IT OFTEN INCLUDES EXPLICIT
MODELING, GUIDED PRACTICE,
AND INDEPENDENT PRACTICE.
 EXPLICIT INSTRUCTION
• EXPLICIT INSTRUCTIONS, ON THE
OTHER HAND, ARE CLEAR AND
DIRECT. AN EXAMPLE OF AN
EXPLICIT INSTRUCTION COULD
BE: “PUT YOUR DIRTY DISHES IN
THE SINK AND RINSE THEM OFF
WITH WATER.” THIS INSTRUCTION
EXPLICITLY STATES WHAT
ACTIONS NEED TO BE TAKEN AND
 IMPLICIT INSTRUCTION
• IS A MORE INDIRECT APPROACH
TO TEACHING PHONICS. IT
INVOLVES IMMERSING CHILDREN
IN A PRINT-RICH ENVIRONMENT
AND LETTING THEM DISCOVER
AND LEARN PHONICS RULES AND
LETTER-SOUND RELATIONSHIPS
THROUGH EXPOSURE AND
CONTEXT.
 IMPLICIT INSTRUCTION
• ARE NOT CLEARLY STATED, BUT
ARE UNDERSTOOD BASED ON
CONTEXT OR PRIOR KNOWLEDGE.
AN EXAMPLE OF AN IMPLICIT
INSTRUCTION COULD BE: “PLEASE
CLEAN UP AFTER YOURSELF.”
THIS INSTRUCTION IMPLIES THAT
THE PERSON SHOULD CLEAN UP
THEIR OWN MESS WITHOUT
 IMPORTANCE OF PHONICS
INSTRUCTION
• IT PROVIDES CHILDREN WITH THE TOOLS TO
DECODE WORDS AND READ INDEPENDENTLY. IT
BUILDS PHONEMIC AWARENESS, HELPS CHILDREN
UNDERSTAND THE ALPHABETIC PRINCIPLE, AND
ENHANCES THEIR READING FLUENCY AND
COMPREHENSION.
• PHONICS INSTRUCTION SHOULD BE STRUCTURED
IN A SYSTEMATIC AND SEQUENTIAL WAY. IT
TYPICALLY STARTS WITH TEACHING LETTER-
SOUND CORRESPONDENCE AND GRADUALLY
PROGRESSES TO MORE COMPLEX SKILLS, SUCH AS
BLENDING AND SEGMENTING SOUNDS, READING
AND SPELLING MULTISYLLABIC WORDS, AND
RECOGNIZING COMMON SPELLING PATTERNS.
• THE BEST APPROACH TO TEACHING PHONICS
DEPENDS ON VARIOUS FACTORS, INCLUDING THE
NEEDS AND ABILITIES OF THE STUDENTS. SOME
RESEARCH SUGGESTS THAT A COMBINED
APPROACH, INCORPORATING ELEMENTS OF BOTH
EXPLICIT AND IMPLICIT INSTRUCTION, CAN BE
EFFECTIVE IN TEACHING PHONICS. IT IS ALSO
IMPORTANT TO PROVIDE AMPLE OPPORTUNITIES
FOR PRACTICE, FEEDBACK, AND REINFORCEMENT
OF PHONICS SKILLS.
 “PHONICS IS THE TOOL TO DEVELOP
PERSONAL SKILLS FOR SELF-
EXPRESSION, INTELLECTUAL
FREEDOM, AND SOCIAL INTERACTION
THROUGH READING AND WRITING.” –
MARION HORN
THANK YOU!!!
A. VOCABULARY DEVELOPMENTF. FLUENCY AND
B. PHONICS COMPREHENSION
C. SPELLING G. IMPLICIT INSTRUCTION
D. READING AND DECODING H. EXPLICIT INSTRUCTION
E. INDEPENDENT LEARNING I. PHONEMES

1. IS A METHOD OF TEACHING READING AND WRITING THAT

FOCUSES ON THE RELATIONSHIP BETWEEN LETTERS AND
THE SOUNDS THEY REPRESENT.
2. IT INVOLVES TEACHING CHILDREN THE INDIVIDUAL
SOUNDS OF LETTERS OR LETTER COMBINATIONS AND HOW
TO BLEND THEM TOGETHER TO READ WORDS.
3. TEACHES CHILDREN HOW TO RECOGNIZE AND DECODE
A. VOCABULARY DEVELOPMENTF. FLUENCY AND
B. PHONICS COMPREHENSION
C. SPELLING G. IMPLICIT INSTRUCTION
D. READING AND DECODING H. EXPLICIT INSTRUCTION
E. INDEPENDENT LEARNING I. PHONEMES

4. WHEN CHILDREN LEARN THE PHONETIC SOUNDS OF

LETTERS, THEY CAN RECOGNIZE AND PRONOUNCE NEW
WORDS MORE EASILY.
5. BY UNDERSTANDING THE SOUNDS OF LETTERS AND LETTER
COMBINATIONS, CHILDREN CAN SPELL WORDS MORE
ACCURATELY.
6. WITH THE ABILITY TO DECODE WORDS QUICKLY AND
A. VOCABULARY DEVELOPMENTF. FLUENCY AND
B. PHONICS COMPREHENSION
C. SPELLING G. IMPLICIT INSTRUCTION
D. READING AND DECODING H. EXPLICIT INSTRUCTION
E. INDEPENDENT LEARNING I. PHONEMES

7. PHONICS EMPOWERS CHILDREN TO BECOME INDEPENDENT

READERS.
8. IS A DIRECT AND SYSTEMATIC APPROACH TO TEACHING
PHONICS.
9. ARE NOT CLEARLY STATED, BUT ARE UNDERSTOOD BASED
ON CONTEXT OR PRIOR KNOWLEDGE.