自然拼讀法培訓總結

❶ 自然拼讀法給孩子的英語學習帶來哪些好處

自然拼音法是建立在單詞拼寫組合基礎上的發音體系，也就是」自然拼音法」體系。能回夠幫助學生直接拼寫出答單詞，不必重復"發音"和"拼寫"兩個學**過程，因此，「自然拼音法」已經成為國際上主流的英文單詞及句型的學**法。試驗證明，一個學過自然拼音學**法的人再學**音標課程可得事半功倍的效果，所以，自然拼音學**法不僅不排斥"音標"， 相反，它還是學**"音標"的最佳前奏曲， 更是英語入門的利器。

❷ 英語啟蒙時「自然拼讀法」的學習有何優點缺點

英語啟蒙說明孩子還沒有基礎，不建議學習具體內容，而是應該將重點放在如何培養孩子的興趣上。但是具體也要看孩子幾歲，會能更好的回答您的問題，因為不同年齡段的孩子，啟蒙的方式方法是不一樣的

❸ 自然拼讀法是什麼怎麼學習自然拼讀法

自然拼讀法又稱「Phonics」， 它不僅是以英語為母語國家的孩子學習英語讀音與拼字，增進閱讀能力與理解力的教學法，更是以英語為第二語言的英語初學者學習發音規則與拼讀技巧的教學方法。

學習方法：

1、建立字母與字母自然發音之間的直接聯系。

2、能夠成功拼讀母音+輔音（輔音+母音）。如：c-a ca a-t at

3、能夠成功拼讀輔音+母音+輔音。如d-o-g dog

4、能夠成功拼讀雙音節或多音節單詞。如sw-ea-t-er sweater

5、能夠聽音辨字，即聽到單詞讀音就能拼出該單詞。

6、單詞量大量擴充，能夠閱讀英語文章。

(3)自然拼讀法培訓總結擴展閱讀

英語自然拼讀法通過直接學習26個字母及字母組合在單詞中的發音規則，建立字母及字母組合與發音的感知，讓學生在輕松愉快的氛圍中，了解和學習英語字母組合的奧妙，掌握英語拼讀規律，從而達到看到單詞就會讀，聽到單詞就會拼的學習目的。

2000年，我國香港和台灣地區率先將此方法引入，並進入大規模推廣和普及階段。其實它之所以風靡全球，是因為這種教學法簡單高效，符合人類學習語言的規律，即使從來都沒有學過英語的人通過學習和訓練，在不依靠國際音標的情況下，就能達到「看字讀音，聽音拼字」的驚人效果。

❹ 如何學習phonics自然拼讀法

通過故事導入字母讀音，而且有適當的練習，唱中練，如at ; 後、音。例如, sa, oi…）等等，進而熟悉這些規則，學習的興趣會慢慢地消退, an…或ti，因為b 和 d，這里不再贅述、「字母拼讀法」等關鍵字，以及有漢語拼音的正遷移作用。因此，其效果可想而知，國外學生只要會讀文章中詞;
⑦ qu, unvoiced th #47。
小學生在學習英語的一開始就建立英語字母代表發音的觀念, ng，就能自然而然地說出它的讀音後）, sh, i…）。但是國外的經驗多是建立在母語教學的基礎上、義結合在一起，閱讀應從辨認單詞開始，就可以指導學生根據讀音來朗讀 It is an apple，應結合學生的實際在教學方法與活動設計上有所創新: 辨音
Step 3。書寫教學的方法與平時的字母書寫教學相同，不能全盤照搬國外的經驗、 「How to teach phonics」或「自然拼讀法」。
為了給學生提供更多的練習拼讀的機會：1。因此，適時開展閱讀教學就很有必要了，就可以進行拼讀教學了, n
② c#47，長母音（ai, u, i。
拼讀應由兩個音的拼讀開始, n, tip，如在閱讀教學中, e, e , ie。拼讀教學是培養學生見詞讀音能力的基礎，還能將單詞的形, w, ee，念繞口令等活動，因為自然拼讀法並不能為學生提供生詞的意思，小學生學得快，他們能夠很快地掌握字母的發音, ue, p , pin 。網路上相關資源十分豐富。因此在運用自然拼讀法的過程中, a, ie…）和其它母音（er，然後到句子閱讀, or，就可以張口念, sh。3, er，如A dog is on a log；知道了發音與拼寫之間的對應關系. A big pig is in a bin。這樣, oa;aelig，對文章中的生詞即使是通過音形規律會讀、m 和n 等都不在同一組中。一般按照先輔音後母音的順序進行。3，但是如果不引導他們將字母與發音的對應規律在有意義的情景中運用的話；學習完第一組字母（s，以期將來能夠靈活運用、 書寫教學
字母的書寫教學也是十分重要的，唱歌，而對我們的學生而言，因為學生有了漢語拼音的基礎，將每個音素配上動作：汪國萍，我認為從小學開始利用自然拼讀法(Phonics)進行語音和單詞教學, d
③ g，應經常性,d, is ，並將之與學生所學的內容相聯系，有些做法未必適合我們的教學。因此。因此，教師則開始指導學生把聽到的「音」轉變成 「形」，是將學生從死記硬背的沉重負擔中解脫出來的好辦法，學生不僅能內化英語拼寫與讀音的對應規則，鍵入 「phonics教學」。長此下去，如is, pin…等: 寫音
當學生能正確說出單詞中含有的音素後, ee，記憶力較好, ar
這種分組方式的優點是，提高學生接觸字母讀音的頻率，寫下來、拼寫以及閱讀能力是可行而且必要的，也可將單詞印發給學生，還可以編寫一些押韻的句子。學生學會了此法、字母及字母組合讀音教學
運用自然拼讀法教學的第一步就是讓學生掌握代表英語44個基本音的字母和字母組合, oi，對其日後的閱讀和口語能力的培養是有很大幫助的。2, i 。此外, voiced th：在學完第一組字母之後，在港台地區也很流行，再利用圖片或實物來導入句子的意義.，讓學生在玩中練. 等讓學生來朗讀與閱讀，吟韻律詩，記憶單詞成為學生和教師最頭疼的問題，輔音字母組合（ch，學習英語的自信心也將受到不小的打擊，學習了a #47、加拿大等英語國家有上百年的歷史，有必要設計各種有趣的活動, o，如果學生能夠流利地拼讀單詞, little oo。1、 要借鑒而不能照搬國外的教學經驗
自然拼讀法在美國，使學生遇到生詞的時候，教師可用已學的字母組成單詞，可利用小學生喜愛聽故事的特點, f, j, v。還可以設計一些游戲, sit，降低焦慮。目的是讓學生聽清單詞中所含的音素: 聽音
教師以先快後慢的語速說出一個單詞幾次，小學生長時間面對一些毫無意義的字母符號, t。
下面我再將運用自然拼讀法時應注意的問題總結如下。通過長期接觸與歸納, b
④ ai, or
⑤ z, h ，就讓學生整體認讀單詞apple,k…）；也有利於區分一些發音容易混淆的字母;k ，為了不影響他們的學習興趣和效果，2003年第11期, m ，相當一部分學生靠死記硬背記單詞，要幫助學生克服遺忘、整潔的書寫習慣。這些字母音可分為兩大類. It is an ant等句子、 要設計各種有趣的活動
小學生的有意注意的時間不會太長，忘得也快，也不能明其義：輔音和母音，吟中練和念中練，幫助記憶。
在教學前應擬定一個計劃, （1992）則建議將字母音分為七組。此外，這對學生將來的學習是很有幫助的、 拼讀教學
當學生掌握了一組字母音後（學生看到一個字母，學習輔音是較為容易的；利用小學生具有learn by doing（做中學）的天性，如sat，就容易產生遺忘，來激發興趣。如, sat，不但學生學習英語的興趣會下降，學習和記憶單詞就會事半功倍，而且拼讀，製成海報、 拼寫教學
Step 1，更能激發學生繼續學習的興趣和信心，通過自然拼讀法來培養學生的拼讀，貼在課室的牆壁上，學生的 「見詞讀音」的能力才會逐漸提高，只要利用網上的搜索引擎, th…）, t .等。4，再慢慢過渡到多音節詞的拼讀, r, sin. 「小學英語起始階段培養學生拼讀能力的可行性和必要性」《中小學外語教學》。所以，我主要按如下步驟幫助學生培養這一學習習慣, ou。
對於低年級的小學生來說：
① s 。此外，就可進行單詞拼讀與拼寫的練習，就可以查到無數與之相關的內容, ch，讓學生得以有足夠機會去了解。
Step 2、拼寫訓練又需要進行大量的機械操練。輔音又包括單輔音（p. 2003，讓他們自己拼讀，就可以自己進行閱讀;#47，然後再進行三個音的拼讀操練，Lloyd。經過大量的拼讀練習。參考文獻，決定這些字母的教學次序, x, long oo
⑥ y, p）後，再過渡到一些簡易故事的閱讀，要在一開始就培養學生規范、出聲讀。
針對自然拼讀法是教導學生字母與發音的對應關系，一般就知道其意思威海市南山小學 潘麗珺
英語學習中。2。5、 要不斷地復習鞏固與應用
一般說來；母音包括短母音（a, a 、持續性地進行拼讀和拼寫教學;θ#47, tap、閱讀教學由於小學生模仿能力較強, l

❺ 英語「自然拼讀法」，真的值得孩子學習嗎

自然拼讀法又稱「Phonics」， 它不僅是以英語為母語國家的孩子學習英語讀音與拼字內，增進容閱讀能力與理解力的教學法，更是以英語為第二語言的英語初學者學習發音規則與拼讀技巧的教學方法。
這種學習方法可以穿插和其他方法同時進行，更重要的是要有閱讀量的積累。
建議：採用大量英文閱讀+自然拼讀學習

❻ 英語啟蒙時「自然拼讀法」的學習有何優點缺點

自然復拼讀法又稱「Phonics」，根據制美洲虎演講英語老師講課時說到的，自然拼讀法不僅是以英語為母語國家的孩子學習英語讀音與拼字，增進閱讀能力與理解力的教學法，更是以英語為第二語言的英語初學者學習發音規則與拼讀技巧的教學方法。
缺點也很明顯，只是一般老師不會告訴你：

發音規則多、覆蓋面不全、發音品質不夠、無法自主選擇美音或者英音。

自然拼讀是技巧，但不是必須。

❼ 學習自然拼讀法需要先學習音標嗎

不需要來。
英語的自自然拼讀是母語為英語的人們，從小接觸語言時認知語言的學習方法，符合獲得性學習能力培養，是自然而然形成的思維意識，雖然當代英語中，只有84.6%的單詞符合這個自然拼讀法則，但語言學習的前期階段已然足夠。
音標是國際上為了讓更多不同語言國家准確了解某種特定語言的正確發音而建立的，因而從語言學習角度講，最初的孩童階段不需要著重學習音標，反而自然拼讀法是符合母語學習習慣的入門拼讀法；人們後期學習音標，是對不符合一般發音規則（即自然拼讀法）的發音教學補充，輔助語言學習，使得前期模稜兩可的發音更加具象化，更加精準。
英語屬於拉丁語系，和漢藏語系不同，語言學習的切入點及方式方法都不盡相同，切忌盲目類推對應。如果在孩子小學高年級階段至以後，孩子仍對英語發音有所興趣，建議先系統學習英式音標，在其掌握熟練後，若還有興趣，可學習美式音標甚至國際音標，以完善發音系統的規范學習。

❽ 如何教孩子自然拼讀法

如何學習自然拼讀？

學習自然拼讀分為6個階段

• 建立字母與字母自然發音之間的直接聯系。學習26個字母發音。尤其是5個母音。

• 學習拼讀母音+輔音（輔音+母音）。如: a-t = at

• 學習單音節字母的拼讀，即輔音+母音+輔音，。如d-o-g = dog

• 學習拼讀雙音節或多音節單詞。如mother = mo + ther

• 學會聽音辨字，即聽到單詞讀音就能拼出該單詞。

• 學習不符合規則的（sight words， 還活著是輔音不發音的如 lamb 的b）, 附以閱讀擴充詞彙量

作為父母或者教師，當然根據教材教學會更好，學習材料可以有這些非常棒的推薦

1. 重磅推薦，新手父母的選擇 —— Oxford Reading Tree 牛津閱讀樹 1-3 階段



價格：25元

簡評：這本書比較精簡，適合有一定英語基礎的學習者，或者成人學習。也包含了練習和配套音頻，價格最親民，可當做工具書。當然相比之前的，會比較枯燥，不適合兒童。賴世雄美語系列叢書整體質量不錯，課程內容設計，講播的音頻形式，都很適合成年人自學美語。

❾ 急需英語（自然拼讀法phonics）學習聽音辯字，拼寫教學並舉例的教學計劃、總結、教案、反思、課堂隨筆。

下面是美國全國閱讀權利基金會制訂的phonics教綱，給你作參考。我把原件發到你信箱。

Phonics Primer
You can use this Phonics Primer developed by The National Right to Read Foundation to begin teaching a child or alt to read today. This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text.
The 44 Sounds in the English Language
5 Short-Vowel Sounds
18 Consonant Sounds
7 Digraphs
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ǔ/ in umbrella
/b/ in bat
/k/ in cat and kite
/d/ in dog
/f/ in fan
/g/ in goat
/h/ in hat
/j/ in jam
/l/ in lip
/m/ in map
/n/ in nest
/p/ in pig
/r/ in rat
/s/ in sun
/t/ in top
/v/ in van
/w/ in wig
/y/ in yell
/z/ in zip
/ch/ in chin
/sh/ in ship
unvoiced /th/ in thin
voiced /th/ in this
/hw/ in whip *
/ng/ in sing
/nk/ in sink

* (wh is pronounced /w/ in some areas)
6 Long-Vowel Sounds
3 r-Controlled Vowel Sounds
Diphthongs and Other Special Sounds
long /ā/ in cake
long /ē/ in feet
long /ī/ in pie
long /ō/ in boat
long /ū/ (yoo) in mule
long /ōō/ in flew
/ur/ in fern, bird, and hurt
/ar/ in park
/or/ in fork
/oi/ in oil and boy
/ow/ in owl and ouch
short /ŏŏ/ in cook and pull
/aw/ in jaw and haul
/zh/ in television

Steps for Teaching Phonics
Step 1. Gather the materials listed below and store them together in a box.
Materials for Teaching Phonics
What You Need
Suggestion
systematic phonics program
Consider Phonics Pathways (available from our online bookstore), Sing, Spell, Read, Write, or another program from Phonics Procts for Home or Phonics Procts for School.
* phonics flashcards with the letter or letter combination (such as ou) on front and clue word (such as out) on back
Consider the Indivial Set of 70 Phonogram Cards (item #IPC, $10) from Spalding Ecation International, available at www.spalding.org. It』s helpful to also purchase the Spalding Phonogram Sounds CD (item #CD, $5.00) to learn how to pronounce each sound correctly.
Note: if you purchase this set from Spalding, you will not need to purchase a separate set of alphabet flashcards.
decodable stories
(preferably 100% decodable)
If your phonics program does not contain 100% decodable stories, consider Stories Based on Phonics, available from our online bookstore, or Bob Books First, available from www.amazon.com.
writing supplies: index cards, index card file, black wide-tip permanent marker, beginner』s wide-ruled writing tablet, 2 pencils with erasers
Purchase writing supplies at any office supply store.

* Note: Make sure your phonics flashcards give the proper sound or sounds for each letter or letter combination – many widely available flashcards are incorrect or incomplete. For example, the common sound of x is /ks/ as in fox, not /z/ as in xylophone or /eks/ as in x-ray. Also, the short-vowel sound of i is /ĭ/ as in igloo, not /ī/ as in ice cream.
Step 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until memorized.
During the first week, use the flashcards to drill the short-vowel sounds. Add several consonant sounds each day until you are drilling all short-vowel sounds and consonant sounds with your student daily. Do not rush this step. Keep drilling until all sounds are memorized, which usually takes 2-4 weeks.
Tip: Work on phonics for at least 15 minutes a day, 5 days a week with your student. Frequency and consistency are more important than the length of time spent on each lesson.
Short-Vowel Sounds
short /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ŭ/ in umbrella

Consonant Sounds
/b/ in bat
/k/ in kite
/s/ in sun
/k/ in cat
/l/ in lip
/t/ in top
/d/ in dog
/m/ in map
/v/ in van
/f/ in fan
/n/ in nest
/w/ in wig
/g/ in goat
/p/ in pig
/ks/ in fox
/h/ in hat
/kw/ in queen
/y/ in yell
/j/ in jam
/r/ in rat
/z/ in zip

Step 3. Practice two-letter blends. Drill until blending is automatic.
After your student knows the short-vowel sounds and consonant sounds, next teach him how to orally blend two letters (b-a, ba) and read two-letter blends such as: ba, be, bi, bo, bu.
Two-Letter Blends
b + a = ba
s + a = sa
j + a = ja
b + e = be
s + e = se
j + e = je
b + i = bi
s + i = si
j + i = ji
b + o = bo
s + o = so
j + o = jo
b + u = bu
s + u = su
j + u = ju

Step 4. Practice three-letter blends. Drill until blending is automatic.
After your student can read two-letter blends, progress to three-letter blends, that is, words. Each day, have your student read a set of short-vowel words, then dictate these same words to him. (Show him how to form each letter and correct him gently, if necessary). This not only helps him remember the phonics lesson just learned, but it greatly improves spelling.
Golden Rule of Phonics: Never allow your student to skip, guess, or substitute words. Accuracy is more important than speed.
Three-Letter Blends
fa + t = fat
ki + t = kit
ro + d = rod
de + n = den
ma + d = mad
se + t = set
bo + x = box
ye + s = yes
tu + g = tug
hi + d = hid
no + t = not
wi + n = win
ju + g = jug
pu + n = pun
la + p = lap

Step 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic.
Twin-Consonant Endings
Two-Consonant Blends
Two-Consonant Blends
puff
blab
stun, fist
sell
brag
swam
kiss
club
trot
fuzz
crop
twin
lock
drag
fact

fled
raft
Plurals:
frog
bulb
cats (sounds like /s/)
glum
held
beds (sounds like /z/)
grip
elf

plug
sulk

prim
film

scat
help

skip, mask
silt

sled
jump

smug
hand

snip
mint

spot, gasp
kept

Step 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of two consonants that form a new sound when combined. Also teach three-consonant blends.
Digraphs
Three-Consonant Blends
chin, such, patch (silent t)
scruff
ship, wish
split
thin, with (unvoiced /th/)
strap
this (voiced /th/)
thrill
whip

sang, sing, song, sung

sank, sink, honk, sunk

Step 7. Introce a few high-frequency words necessary to read most sentences.
After your student can read three-letter and four-letter words easily, it』s time to add a few high-frequency words that are necessary to read most sentences. Some high-frequency words are phonetically regular (such as 「or」), but are introced out of sequence because of their importance. Other words are truly irregular, because they contain one or more letters that don』t follow the rules of phonics (such as 「once」 and 「who」).
The Basic High-Frequency Words table lists the most important words. Write each word on an index card. Introce three or four new words a week. Drill your student on these words everyday, encouraging him to sound out as much of the word as possible (usually the vowel sound is the only irregular part). As your student masters each word, file the card in the card file under 「Words I Know.」 When your student comes across a new 「wacky」 word (such as 「sugar」 in which the 「s」 is pronounced /sh/), make up a new index card and file it under 「Words To Learn.」
Tip: What distinguishes this high-frequency word list from the typical 「sight word」 list? Many words in the list below cannot be completely sounded out, either because they contain one or more letters that don』t 「follow the rules」 or the rule is learned later. In contrast, the typical 「sight word」 list contains mostly phonetically regular words (such as 「and」 and 「when」) that the student is forced to memorize simply because he has never been taught to sound them out.
Basic High-Frequency Words
Introce after student can
read short-vowel words, /th/, and /sh/
Introce after student can
read long-vowel words
A vowel by itself says its name:
a, I

「e」 at the end of a short word says its name:
be, he, me, we, she, the*

「o」 at the end of these words says its name:
no, go, so

「or」 says /or/: or, for

do, to, into, of, off, put

* also pronounced /thŭ/
was, were, are
doing, does
said, says, have, give
you, your, yours
they, their, there
where, what, why, who
once, one, come, some
done, none
two, too

Step 8. Teach the long-vowel sounds and their spellings. Note that there are five common spellings for each long-vowel sound. Also teach the 「Silent-e Rule」: When a one-syllable word ends in 「e」 and has the pattern vce (vowel-consonant-e), the first vowel says its name and the 「e」 is silent.
Long-Vowel Sounds
Common Spellings
Less Common Spellings
long /ā/
cake, rain, pay, eight, baby
steak, they, vein
long /ē/
Pete, me, feet, sea, bunny
key, field, cookie, receive, pizza
long /ī/
bike, hi, fly, pie, night
rye, type
long /ō/
hope, go, boat, toe, snow
soul, though
long /ū/ & /ōō/
mule, blue, boot, tuna, flew
fruit, soup, through, feud

Step 9. Teach the r-controlled vowel sounds and their spellings.
r-Controlled Vowel Sounds
Common Spellings
Less Common Spellings
/ur/
fern, bird, hurt
pure, dollar, worm, earth
/ar/
farm
orange, forest
/or/
fork
door, pour, roar, more, war

Step 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A diphthong consists of two vowels that form a new sound when combined. Also teach other special sounds.
Sound
Common Spellings
/oi/
oil, boy
/ow/
owl, ouch
short /ŏŏ/
cook, pull
/sh/
vacation, session, facial
/zh/
vision

Step 11. Teach /aw/, /awl/, /awk/ and their spellings.
Sound
Common Spellings
/aw/
jaw, haul, wash, squash
/awl/
bald, wall
/awk/
talk

Step 12. Teach these sounds and spelling patterns.
Sound
Common Spellings
/s/ spelled c
Rule: c followed by e, i, or y sounds like /s/.
cent, face, cinder, cycle
/j/ spelled g, ge, dge
Rule: g followed by e, i, or y usually sounds like /j/.
frigid, age, fudge, gym
/f/ spelled ph
Rule: ph sounds like /f/ in words of Greek origin.
phone, phonics
/k/ spelled ch
Rule: ch sounds like /k/ in words of Greek origin.
chorus, Christmas
/sh/ spelled ch
Rule: ch sounds like /sh/ in words of French origin.
chef, champagne

Note: This Phonics Primer does not contain all English spelling patterns. Consult a good phonics program such as one from Phonics Procts from Home or Phonics Procts for School for additional spelling patterns and rules. Most procts contain detailed instructions and practice reading selections.
Step 13. After 3 to 4 months of daily phonics instruction, begin introcing decodable stories.
Important: All sounds and spellings in Steps 2 - 12 should be introced within the first 4 months of phonics instruction.
After 3 to 4 months of reading lists of words and sentences, your student should be ready to read decodable stories such as Stories Based on Phonics or Bob Books First. The student should read all stories aloud, carefully and accurately. Help him sound out difficult words, as needed. Explain the meaning of all new words. Encourage him to read each story several times to gain fluency, but don』t let him memorize the story (reciting a story from memory is not reading). Model fluent reading by reading a sentence aloud with expression, then asking him to repeat what you read with the same tone of voice. Explain and demonstrate the meaning of basic punctuation (period = stop, comma = pause, exclamation point = speak with excitement, question mark = raise the pitch of your voice on the last word to ask a question.)
Step 14. Begin introcing 「easy-to-read」 books.
After the student masters decodable stories, let him move on to easy books such as those by Dr. Seuss (Hop on Pop; One Fish, Two Fish, Red Fish, Blue Fish; Ten Apples Up on Top; Green Eggs and Ham; and so on), P. D. Eastman (Are You My Mother?; Go Dog, Go!; A Fish Out of Water), and Cynthia Rylant (Henry and Mudge series; Poppleton series; Mr. Putter and Tabby series). As your student reads each book, add new wacky words to the Words To Learn file and review daily, if necessary.
Continue teaching the lessons in the phonics program – don』t stop just because your student can read. Most children need 1 to 2 years of reinforcement before their phonics knowledge becomes permanent.
Step 15. Continue to give phonetically based spelling lists.
Even after your student has finished the phonics program, make sure to reinforce his phonics knowledge by giving phonetically based spelling lists each week at least through third grade.
Revised: 6/05