Decomposing practice: A framework for modeling phonics instruction

• In Event: Perspectives on the Teaching of Reading

Abstract

The National Reading Panel’s (2000) findings are widely cited as substantiating the role of systematic and explicit phonics instruction in the early literacy classroom. Since then, evidence-based findings emerging under the umbrella of ‘the science of reading instruction’ have solidified the importance of phonics instruction within a comprehensive literacy program (Dilgard et al., 2022).

Authors

• Lindsay Stoetzel, Grand Valley State University

• Stepanie Shedrow, St. Norbert College