Explicit and Systematic Phonics Instruction in the Early Grades
Access Type
Campus Access Only
Presentation Type
Asynchronous
Entry Number
2331
School
School of Liberal Arts and Sciences
Department
Education
Keywords
explicit and systematic phonics instruction
Abstract
This presentation will provide rationale for implementing evidence-based phonics instruction in the elementary classroom as well as demonstrations of best practices for immediate implementation in the classroom. Evidence-based phonics instruction is crucial because it is proven to improve decoding skills, enhance reading fluency, and ultimately support better reading comprehension. Phonics should be explicitly and systematically taught because it provides a clear, structured approach to learning how letters and sounds connect, which is essential for reading proficiency and has been shown to improve decoding, fluency, and comprehension, setting a strong foundation for literacy.
Primary Faculty Mentor(s)
Dr. Stefanie Copp
Primary Faculty Mentor(s) Department
Education
Additional Faculty Mentor(s)
Dr. Autumn Dodge
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Explicit and Systematic Phonics Instruction in the Early Grades
This presentation will provide rationale for implementing evidence-based phonics instruction in the elementary classroom as well as demonstrations of best practices for immediate implementation in the classroom. Evidence-based phonics instruction is crucial because it is proven to improve decoding skills, enhance reading fluency, and ultimately support better reading comprehension. Phonics should be explicitly and systematically taught because it provides a clear, structured approach to learning how letters and sounds connect, which is essential for reading proficiency and has been shown to improve decoding, fluency, and comprehension, setting a strong foundation for literacy.