ERIC Number: ED454630
Record Type: RIE
Publication Date: 2000-Sep
Reference Count: N/A
"Systematic Phonics Instruction" from Teaching Students with Disabilities To Read. PEER Literacy Resource Brief #2. PEER Project Literacy Series.
Denton, Carolyn A.; Hasbrouck, Jan E.
This booklet is part of a series of seven booklets designed to introduce aspects of effective reading instruction that should be considered when teaching reading to students with disabilities. It focuses on essential skill building and teaching activities related to developing a child's use of phonics, or the ability to use the sounds of letters and letter groups to read words they do not know. Methods of teaching reading to students with disabilities described have been shown to be particularly effective. An introduction discusses general principles for teaching reading to students with disabilities and emphasizes the importance of individually designing a program based on a student's strengths and needs, parent involvement, and academic modifications. Information is organized into the following sections: what systematic phonics instruction is, why it is important, what parents can do, what teachers can do, information for second language learners, and resources. Strategies include making sure the child's Individualized Education Program specifically addresses the need for systematic phonics instruction, making letter books, reading A-B-C books, having the child sound out a word, and teaching sounds of letters and of letter groups directly. (Contains 12 references.) (CR)
Descriptors: Academic Accommodations (Disabilities), Disabilities, Elementary Secondary Education, Individualized Education Programs, Parent Participation, Phoneme Grapheme Correspondence, Phonics, Phonology, Reading Difficulties, Reading Instruction, Reading Strategies, Teaching Methods
Federation for Children with Special Needs, 1135 Tremont St., Suite 420, Boston, MA 02120. Tel: 617-236-7210; Fax: 617-572-2094; e-mail: email@example.com; Web site: http://www.fcsn.org.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners; Teachers
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Federation for Children with Special Needs, Boston, MA.
Note: Prepared by the PEER (Parents Engaged in Education Reform) Project. In: "Teaching Students with Disabilities To Read"; see EC 308 364. For other PEER Literacy Resource Briefs, see EC 308 365-372.