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42-44 different phonemes

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Brain Geography

Parieto-temporal area → involved in analyzing words; conscious, effortful decoding

Occipital lobe → involved in letter identification

Frontal lobe → controls speech, reasoning, planning, regulating emotions, and consciousness

Broca’s area → involved in organization, production, and manipulation of language and speech

Temporal lobe → involved in verbal memory

Parietal lobe → controls sensory perceptions, links spoken and written language to memory

Occipito-temporal area → involved in rapid, automatic word identification

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Scientific Approach to Reading Instruction

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Scientific Approach to Reading Instruction

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How to Recognize Effective Research

Ask yourself these three simple questions

Has the research been published in a peer-reviewd journal?

Have the research results been replicated by other scientists?

Is there a consensus that the research findings are supported by other studies?

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Essential Components of Reading Instruction

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Essential Components of Reading Instruction

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Print Awareness

Know how to handle a book, where to begin on a page, and know the difference between letters and words

Letter Knowledge

Familiar with 26 uppercase and 26 lowercase letter shapes

Phonological Awareness

Awareness of words, syllables, onsets, rimes, and phonemes

Phonics

Looking at the word, connecting the letters into sounds (decoding)

Irregular Word Reading

One or more sound/spelling that a student does not know the meaning of making it extra difficult to decode the word

Multisyllabic Word Reading

Recognizing letter patterns

Fluency

Accurate reading at conversational rate with appropriate expressions

Vocabulary

Knowledge of words and their meanings

Ways to improve

Wide/extensive independent reading

Instruction of specific words

Instruction of independent word strategies

Word play and demonstration

Comprehension

Extracting and constructing meaning from written texts (text, reader, activity/task)

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Types of Assessment

Screening

Identifies who is at risk

Diagnostic

Available to students to fail to respond to additional support

Comprehensive Assessment Plan

Identify students at the beginning of the school year, monitor students progress, collect students data, and assess whether instruction is working

Curriculum Based Measurement (CCBM)

Used to monitor work

One minute of either oral or silent reading, with every seventh word as a word choice to measure understanding

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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The Fourth-Grade Slump

Learning to read (grades 1-3)

Reading to learn (grades 3-5)

Motivation and Interest in Reading

Students who do not learn to read at a young age lose interest and motivation to read more than those who learn to read at a young age

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Students are more likely to encounter a word outside their academic vocabulary from printed text rather than an oral conversation

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Common Profiles of Reading Difficulties

The three most common difficulties include: specific word recognition, specific reading comprehension, and mixed reading difficulties

English Language Learners

Recommendations for planning effective reading instruction

Build decoding skills through early instruction

Offer additional support

Provide resources

Increase exposure to print/vocabulary

Provide opportunities to engage in academic talk

Ensure independent reading is structured and purposeful

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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The State of Reading Today

Fourth and eighth grade students reading scores are significantly low

63% and 64% scored at or below basic level of reading achievements

Common Core Standards (CCSS)

National standards to help students throughout the country have access to be able to have literacy skills to succeed

What's Not Working?

Research shows that instructional strategies that don't have evidence backing it up are causing the low scores

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A letter is a grapheme or written representation

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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A syllable is a word or part of a word pronounced as a unit

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Onset

Part of syllable that comes before the vowel

Rime

Vowel and everything after

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Nonlinguistic term for rime

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Free Morphemes

Can stand alone

Bound Morphemes

Must be attached to another morpheme

Anglo-Saxon Root Words

A free morpheme that is used in many other words

Compound Words

Two anglo-saxon words that are put together to make another word different from the meaning of the two free morphemes

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Bound morphemes

Prefixes

Beginning parts of a word that alter the root word

Derivational Suffixes

End parts of a word that alter the root word

Inflectional Suffixes

End parts of a word that shows possession or comparision or tense

Greek and Latin Roots

Appear in combination with one or more affixes

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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A significant number of students read below grade level, largely due to instructional practices that lack support. As a future educator, it's essential to recognize common reading difficulties, such as deficits in decoding, comprehension, or both, and apply evidence-based strategies, particularly for English language learners. Utilizing assessments like screenings, progress monitoring, and diagnostics allows teachers to identify student needs and inform effective instruction.

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The structure of English includes parts of words like prefixes, suffixes, and root words that help us understand meaning. It also involves knowing about sounds in words, like syllables, phonemes, and how letters represent sounds. Learning how sounds are made in the mouth and how they go together helps students become stronger readers.

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Print awareness helps children understand that print carries meaning and represents spoken words

It teaches them how to handle books, start reading, and recognize letters and words

This is a key first step in learning to read

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Print referencing is a read-aloud strategy that draws children’s attention to how print works

It uses verbal (questions, comments) and nonverbal (pointing, tracking print) cues during shared reading

This helps children connect spoken and written language and builds early literacy skills

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Helping Kids Understand How Print Works

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Helping Kids Understand How Print Works

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A child’s understanding of how print works is key to building reading and writing skills and predicting future reading success

This understanding develops through adult guidance and print-rich environments that highlight print’s forms and functions

Students in low-SES classrooms often have less exposure to print, which can impact their literacy development

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Print knowledge starts in preschool and should be a key goal in Kindergarten

By Kindergarten’s end, students should know book parts, follow print direction, and understand that print carries meaning

They should also recognize letters vs. words, spaces between words, and that print connects to spoken language

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Assess print awareness in Kindergarten three times: fall, winter, and spring

Use informal, hands-on assessments (ask students to point to or show print concepts)

Provide extra support and close monitoring for students who need it, especially early in the year

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Examples of Informal Assessment Questions

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Examples of Informal Assessment Questions

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Print Referencing in Shared Storybook Reading

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Print Referencing in Shared Storybook Reading

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Print referencing uses verbal and nonverbal cues during shared storybook reading to build print awareness

It works best with books where print is clear and noticeable (big books, bold print, predictable text)

This strategy helps maximize learning during any read-aloud experience

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Talking about Books: Cover, Title, Author, and Illustrator

Teach students to identify the cover, title, author, and illustrator of a book

Model pointing to each part and saying its name aloud

Ask simple questions to help students understand each part’s role (who writes the book? who draws the pictures?)

Text Directionality

Teach students that we read starting from the front of the book and turn pages one at a time

Model reading from left to right and top to bottom, using finger-tracking to show direction

Ask guiding questions to help students practice where to start, which way to go, and what to do next

Concept of Word

Teach students that words are separate units with spaces between them

Model counting words on a page and tracking words while reading aloud

Help students connect spoken words to written words and pictures through interactive questions

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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https://youtu.be/FomVrsf-PJ0?si=JQwqvFIaXd34Vq1P

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Early Literacy: Learn How Books Work | Print Awareness | Learn To Read

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Today I learned that building print awareness is a key foundation for early literacy. Strategies like modeling text directionality, print referencing, and teaching book parts and word concepts help young readers connect spoken and written language. Regular assessment and intentional support ensure all students develop these critical skills on their path to becoming confident readers.

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Spanish is more phonetic than English, with a close match between sounds and letters

Vowels are consistent and taught first; they form the base of every syllable

Some consonants (like c, g, /s/, /b/, /y/) have multiple sounds or spellings, which can be challenging for beginners

Consonant sounds like /k/, /g/, and /x/ follow predictable patterns based on the surrounding vowels

Students learn to use syllabic context to help decode and spell words

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Spanish phonics instruction starts with vowels, progressing to more complex sounds like consonants, blends, and vowel combinations

Consonants are taught with vowels to support decoding and reading fluency

Instruction should introduce consonants gradually, grouped by articulation type (e.g., bilabial, dental, alveolar)

Systematic review and repetition help students master sound/spelling relationships

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Spanish is a syllabic language, with most syllables either open CV or closed CVC

Syllables aim to end in vowels; single consonants between vowels join the next vowel (e.g., ca•la•ba•za)

Digraphs (ch, ll, rr) are never split; diphthongs/triphthongs stay together unless accented

Other rules guide prefix divisions, liquid consonants (l, r), and separating two consonants between vowels (e.g., pron•to)

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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The chart highlights differences between English and Spanish phonology/orthography

Understanding these helps teachers support Spanish-speaking students’ reading and spelling

Teachers can build on students’ existing literacy skills by recognizing cross-language patterns

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Spanish literacy provides a strong foundation for learning English phonics

Spanish readers understand that letters represent sounds, which can be blended into words

Teachers can build on shared phonic elements between Spanish and English to support reading instruction

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Cognates are words in two languages with similar spelling, pronunciation, and meaning

English and Spanish share many cognates due to common Latin and Greek roots

Cognates help students transfer knowledge from Spanish to English vocabulary

Cognates can be: identical, nearly identical, similarly pronounced, or false cognates (look similar but have different meanings)

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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This resource gives students free access to learn spanish. This might help english speaking students more able to connect with spanish speaking students.

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Best Language Learning App for Kids - Best Language Learning App for Kids.

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Spanish For Kids – Learn Free – Best Spanish Website And App

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Kids love learning Spanish with fun videos, interactive games, catchy songs, engaging books, and printable worksheets for children. Best Spanish App for Kids.

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Learning about the Spanish letter/sound system really showed me how strong of a foundation Spanish-speaking students bring to learning English. I didn’t realize how phonetic and syllable-based Spanish is, and how that can both help and sometimes cause confusion when switching to English. I also think using cognates is a great way to build their confidence and vocabulary. Overall, this gave me new ways to support my future students and make sure I’m building on what they already know.

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Students must memorize letter shapes and names; handwriting practice helps

Letter sounds often match their names, making them easier to learn

Students can be taught to detect sounds in letter names instead of just memorizing them

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Most letter names contain the sound the letter represents (they are iconic)

Example: the letter b includes the sound /b/ in both English and Spanish

In English, only h and w are non-iconic (their names don’t contain their sounds)

The letter y is considered iconic because it can represent /ī/

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Letter learning is affected by how similar a letter looks or sounds compared to other letters

Visually similar letters are more likely to confuse students (ex: b/d, p/q)

Teaching tip: introduce a confusing letter only after the other letter in the pair is well learned

Lowercase letters that closely resemble their uppercase forms are easier to learn (ex: C/c is easier than G/g)

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Phonological characteristics of letter names impact how easily students learn them

Phonological similarity is based on how many phonemes two letter names share in the same position

Example: p and b share a phoneme, but p and f do not

Letters with similar-sounding names can cause confusion during learning

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Letters that are both Phonologically and Visually Similar

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Letters that are both Phonologically and Visually Similar

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Students are most likely to confuse letters that are similar in both name and shape

Example: uppercase B and D — similar sounds and shapes — often get interchanged

Letters that are only visually similar but sound different (ex: lowercase h and n) cause less confusion

Teaching should be mindful of letters with combined visual and phonological similarity

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Use of Letter Names to Learn Letter Sounds

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Use of Letter Names to Learn Letter Sounds

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Students learn letter sounds more easily when the letter name contains its sound (ex: b)

Students are better at identifying sounds that appear at the beginning of the letter name

Letters where the sound is not in the name (h, w) are harder for students to learn

Young children may make mistakes by using letter names as sound clues, like using y for /w/ in win

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Learning to write letters is as important as learning to recognize them; handwriting supports reading and spelling

Young students need explicit instruction and lots of guided practice in letter formation

Using a continuous stroke for handwriting helps reduce errors like letter reversals; most lowercase letters can be written this way

Teach proper posture, paper position, and pencil grip to support handwriting skills

Group similarly formed letters together when teaching and focus first on learning the motor pattern of each letter

Use tools like arrow cues and give clear, consistent directions for how to form each letter

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Letter knowledge supports literacy by helping students label letter shapes and develop phonological awareness

Knowing letter names helps students decode words and connect sounds to spelling patterns

Fluent letter recognition allows students to focus on higher literacy tasks like comprehension

Handwriting practice improves letter recognition and contributes to better writing skills

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Many children learn the alphabet song informally by age 3–5, but need formal instruction to name, recognize, and write letters

Effective letter instruction should be systematic and planned

Research suggests teaching should begin with letter names, then shapes/formation, and finally letter sounds

More instructional time should be spent on challenging letters (like w) rather than giving equal time to all letters

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Letter naming fluency assesses how quickly and accurately students can name uppercase and lowercase letters, in and out of sequence

This fluency shows how thoroughly students have learned their letters, not just if they can identify them

Letter naming fluency is typically assessed in Kindergarten (fall, winter, spring) and in 1st grade (fall)

Handwriting assessments should evaluate execution, legibility, and speed, which support overall writing fluency and task efficiency

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Letter Names and Shapes: Uppercase

Teach uppercase letters first in Kindergarten they’re easier to recognize than lowercase

Identical-looking pairs (like Cc, Pp) can be taught together

Avoid teaching similar-looking uppercase letters (like B and D) close together to prevent confusion

Singing the Alphabet song

Students often slur letters like L, M, N, O, P when singing the traditional alphabet song

Try using different melodies to help with clearer pronunciation

Good options include “Mary Had a Little Lamb” or “Old McDonald Had a Farm"

Teach/Model

Show an alphabet card (e.g., letter P), say its name, and describe its shape out loud

Trace the letter with your finger and have students name it with you

Point out at least two more examples of the same letter in the classroom or books, repeating the process

Letter Naming Automatically

Use 4–5 known uppercase letters and display them in random order on the board or chart paper

Point to the left of a letter for students to think silently, then tap below it to say the letter aloud

Ensure all students respond; once confident, call on individuals to identify letters

If there's an error, model the correct response, then review two letters back to rebuild fluency

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Alphabet Center

Let students explore letters using blocks, books, cards, stencils, and stamps

Letter Path

Create a path of uppercase letters around the room; students walk it daily, saying letter names

Call and Stand

Teacher calls a letter, and students stand on the matching letter

Guess What Game

In pairs, students feel and name plastic letters with eyes closed, keep it if correct

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https://youtu.be/q28o1PNK844

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How to Write Uppercase and Lowercase Letters - Kids Academy

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This section helped me understand how important letter knowledge is for building strong literacy skills. I learned that teaching letter names, shapes, and sounds in a clear, structured way along with handwriting practice can really support reading development. Activities like alphabet games and modeling letters make learning more engaging and effective. I now feel more confident in helping students recognize letters and build automaticity in fun and meaningful ways.

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Includes awareness of sounds in spoken language (words, syllables, phonemes)

Phonemic awareness is the most important part—helps with reading success

Phonemic awareness is about spoken sounds; phonics connects sounds to letters

When phonemes are taught with letters, it becomes phonics instruction

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Develops in 4 levels: word, syllable, onset-rime, and phoneme

Students learn to blend, segment, and manipulate sounds as they progress

Builds a strong base for phonemic awareness by focusing on how language sounds

Blending and segmenting phonemes are the most important for reading and spelling success

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Should be explicit and systematic, start simple, then build up (e.g., words → phonemes)

Best taught in small groups with clear modeling and practice time

Lessons should be short (under 30 mins) and total less than 20 hours yearly

Focus on 1–2 skills per lesson (like blending or segmenting)

Use concrete tools (blocks, buttons) and fun, engaging activities

Phonemes must be pronounced clearly to help students blend sounds

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Stop sounds are quick and can’t be stretched out (e.g., /b/, /d/); avoid adding “uh” after them

Model stop sounds with a very short vowel (like /bi/ for /b/)

Continuous sounds can be stretched and are easier to blend (e.g., /s/, /m/)

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Phonological awareness is needed before phonics instruction can be effective

Strong phonological skills lead to better reading outcomes

Over 90% of students with reading difficulties struggle with processing sounds

Being able to segment and blend sounds helps connect speech to print and improves decoding

Phonemic awareness at school entry predicts later reading success

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Teach easier sound tasks first (like blending) before harder ones (like segmentation)

Focus lessons on 1–2 phoneme skills at a time for better results

Kindergarten: 10–15 mins per day; more time for students needing support

1st Grade: 10 mins daily for 3 months; add small group time if needed

2nd Grade and up: Only needed if students still struggle with recognizing words

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It’s helpful to include letters, but the right timing isn’t always clear

Some students may get confused if they learn letters and blend/segment at the same time

Teach students to blend and segment without letters first

Make sure students know most letter names and sounds before combining letter and phoneme instruction

Once both are strong, adding letters can speed up progress

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Start assessing in mid-Kindergarten and continue through early grades as needed

If a student can decode well, further assessment isn’t needed

Use assessments to target the right skill level (e.g., isolation vs. blending)

Intensive support may include small groups, extra time, and physical modeling of sounds

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Phonological awareness still helps students who haven’t made reading progress

Assessment may still be useful if older students struggle with decoding

Focus intervention on specific skill gaps to build decoding ability

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Focus: Develops rhyme recognition and generation through storytelling

Strategy: Use the story The Hungry Thing to explore rhyming words

Students guess rhyming words and generate their own during group practice

Great for building phonological awareness in a fun, interactive way

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Word Part Blending, Segmentation, Deletion – Doghouse

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Word Part Blending, Segmentation, Deletion – Doghouse

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Focus: Teaches students to blend and break apart compound words

Strategy: Use picture cards (e.g., dog + house) to model how to combine and separate words

Small group work reinforces blending and segmenting with visual aids

Builds understanding of how words can be formed from smaller parts

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Focus: Helps students break words into syllables or parts

Strategy: Clap or tap out parts of multisyllabic words (like yummy or tummy)

Students repeat segmented words and practice matching them to objects

Reinforces listening for word parts in a physical, engaging way

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Focus: Teaches students how to remove parts of compound words

Strategy: Use fun visuals (e.g., star + fish) and ask students to say the word without one part

Example: “Say starfish. Now say it without fish.”

Helps students manipulate sounds by subtracting elements

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Syllable Segmentation and Blending – Salad Toss

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Syllable Segmentation and Blending – Salad Toss

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Focus: Builds ability to hear and blend syllables in multisyllabic words

Strategy: Use food-themed visuals and pretend to “toss” syllables together

Small group practice emphasizes blending and breaking apart longer words

Useful for building fluency with chunking and combining parts of words

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Focus: Helps students blend beginning sounds (onsets) with rimes

Strategy: Use animal picture cards and separate the initial sound from the rest (e.g., /c/ + "ow" = cow)

Students match sounds to complete animal names

Strengthens the ability to hear and blend sound chunks

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Focus: Builds awareness of individual sounds in words

Strategy: Use animal images and isolate the first sound (e.g., moose → /m/)

Students “cross a bridge” only when they hear the correct beginning sound

Reinforces sound-letter connections and careful listening

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Focus: Teaches students to identify the same sound across different words

Strategy: Use objects or images with common sounds (e.g., sun, soap, sock → /s/)

Great for strengthening the ability to recognize repeated phonemes

Helps students compare and categorize similar sound patterns

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Focus: Encourages students to find the word that doesn’t belong based on sound

Strategy: Present groups of words or pictures with one item that doesn’t share the same beginning sound

Students identify and explain which is different

Builds critical thinking and sound discrimination

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Focus: Builds skill in blending individual phonemes to form words

Strategy: Use a phoneme version of Simon Says (e.g., “Touch your /l/ /e/ /g/”)

Students blend the sounds to perform the correct action

Fun and movement-based way to reinforce sound blending

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Phoneme Segmentation and Blending – Say It and Move It

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Phoneme Segmentation and Blending – Say It and Move It

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Focus: Teaches students to break words into individual sounds and blend them back together

Strategy: Use tokens or markers to push forward as students say each sound in a word

Example: /s/ /u/ /n/ → push three tokens, then blend to say “sun.”

Builds strong decoding and encoding foundations

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Phoneme Segmentation and Blending – Elkonin Sound Boxes

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Phoneme Segmentation and Blending – Elkonin Sound Boxes

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Focus: Helps students visually map phonemes using Elkonin boxes

Strategy: Place a token in each box for every sound heard in a word (e.g., “sun” → /s/ /u/ /n/)

Students repeat with different words using picture prompts

Supports struggling learners by connecting sound and symbol in a hands-on way

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https://youtu.be/Efi6yu4XlwI?si=o1daLjMKms6AS2O4

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As a future teacher, I’ve learned how important it is to build a strong foundation in phonological awareness before diving into phonics. These activities showed me how to make sound instruction fun and meaningful through games, visuals, and hands-on practice. I loved seeing how simple tools like picture cards and Elkonin boxes can help students connect sounds to words. I feel more confident now about supporting early readers in ways that are both developmentally appropriate and engaging.

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Phonics teaches how letters and sounds connect to form words

It helps students decode unfamiliar words by blending sounds

Phonics should be systematic, explicit, and connected to reading texts

Instruction helps develop strong foundational reading skills

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Credit: "Teaching Reading Sourcebook" by Bill Honig

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Systematic and Explicit Phonics Instruction

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Systematic and Explicit Phonics Instruction

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Most effective when it follows a planned sequence

Lessons include direct teaching, modeling, and practice

Builds from simple to complex skills

Allows students to apply phonics to real reading and writing tasks