4 Steps to Evidence-Based Decoding Instruction
There is a lot to providing high quality reading instruction. One of the most important pieces we always want to focus on is providing explicit decoding strategies. Research indicates that explicit instruction is one of the best ways to support our students reading ability! Check out this article to read more about the research on explicit phonics instruction.
What exactly does this look like?
We always start by giving a list of words orally to our students (so they cannot see the word list) and asking them which sound is the same in each of the words.
For example: batch, catch, pitch, etch - what is the sound in each of these words that is the same? (/ch/)
This is helpful to determine whether our students can discriminate between the different sounds within words which is one component of auditory discrimination (this falls under the larger umbrella of phonological awareness).
After our students have identified the sound we write the words down on a white board. We ask the student to find and underline or circle the pattern that makes the sound we just introduced.
We have our students write out the letters that work together to make the sound (phonogram) three times while saying each letter and the sound to help create that multi-sensory neural pathway. For example: T-C-H says /ch/, T-C-H says /ch/, T-C-H says /ch/.
We have our students mark their short vowels (and the pattern if necessary) to help them visually decode beyond just using the entire word form to guess at the word. We work from the single syllable to the multi-syllable level. Once our students have practiced reading words in isolation we move into sentences and passages containing the new pattern.
Want to learn more about what is involved in evidence-based (research based) reading instruction? We’d love to have you at our upcoming training -