A Reaction Paper to an Article on Phonics Instruction for Older Students
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A Reaction Paper to an article on Phonics Instruction for Older Students
Article:
Ivey, G., & Baker, M. (2004). Phonics instruction for older students? Just say no. Educational Leadership, 61 (6), 35-39.
The article makes a clear case against relying solely on phonemic awareness and phonics instruction as a strategy for teaching older struggling students how to read. In an effort for a “quick-fix” solution, many schools in the past have elected to saturate students with phonemic awareness and phonics instruction. Often there has been little thought about the purpose for such instruction; likewise there is little evidence of its effectiveness.
I would agree that phonics should never be the sole strategy for teaching reading; I do believe, however, that it is a very important component, along with phonemic awareness, vocabulary, fluency, and comprehension. The end objective should always be comprehension. Phonics is a tool toward that end. Phonics promotes fluency. Fluency builds enjoyment, self-esteem, and aids in comprehension.
Before implementing a particular program or practice, the authors suggest considering two simple but crucial questions. 1). Does it help students read better? 2). Does it make students want to