What is Systematic Phonics Instruction?

The following extract is taken from PETAA Book A Closer Look at Spelling in the Primary Classroom, written by Fellowes. J & Oakley. G , published 2016.

Systematic phonics instruction involves:

• the teaching of pre-determined sets of sound–letter relationships in a clearly defined incremental sequence.
• the use of a logical sequence so that those phonics elements that are easier to learn are introduced before those that are harder to learn.
• all elements being eventually dealt with.

Sequencing the teaching of sound–letter relationships

The easiest place to start with the teaching of sound–letter relationships is with sounds that are represented by single letters; however, there are other aspects that teachers might consider as they get underway with teaching students about sound–letter relationships. These include:

• Begin with consonant sounds because they are easier than vowel sounds for students to distinguish in words.
• Westwood (2014b) suggests the consonants - j, k, l, m, n, p, b, h, r, v and w because they are ‘consistent in representing only one sound’ (p. 41).
• Teach visually similar letters at separate times (for instance, ‘b’ and ‘d’).
• Teach some vowel sounds before doing all 21 consonant sounds (Fox, 2011; Snow, 1999) because then students will be able to commence spelling some simple words.
• Begin with short vowel sounds (as in, man, got, bed) rather than long vowel sounds (as in, mane, goat, bead).
• Keep in mind that distinguishing between the short vowel sounds can be difficult for students (Beck & Beck, 2013), so they need to be given a lot of attention.
• Move quickly beyond single sound–letter relationships to the use of letter groups (digraphs) to represent one sound.