Child Learning Development, Children Teaching, Online Home Schooling, Phonic, kindergarten children

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	Introduction to and Rationale for Child Font (Phonics)
	Writing
	Parents Responsibility
	Description for Synthetic Phonics (Wikipedia Encyclopedia)
	Common Terminology
	What it is
	What it is NOT
	What a Typical Synthetic Phonics Program consists of
	References

Research

Research Validating Child Font Phonics (This research is far from exhaustive, and this page will be ongoing)

The National Reading Panel issued a report in April 2000 after reviewing 100,000 studies on how students learn to read. The panel concluded, "effective reading instruction includes teaching children to break apart and manipulate the sounds in words [phonemic awareness], teaching them that these sounds are represented by letters of the alphabet which can then be blended together to form words [phonics], having them practice what they have learned by reading aloud with guidance and feedback [guided oral reading], and applying reading comprehension strategies to guide and improve reading comprehension."

Paige Announces “Unprecedented Reading Reform” For U.S.

http://ed.gov/news/pressreleases/2002/04/04022002.html

Summary Report

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Insight 4 - Accelerating Reading and Spelling with Synthetic Phonics: A Five-Year Follow Up (HELP!! For some reason, my WORD will not let me single space here!!)

www.scotland.gov.uk/library5/education/ins4-00.asp - 32k

Ehri, L.C. (2003). Systematic phonics instruction: Findings of the National Reading Panel. London: DfES
Download the paper from www.standards.dfes.gov.uk

Studies have found that students who create visual images as they read “understand and remember what they read better than readers who do not visualize” (Armburster, Lehr and Osborne, 2003 p.56).

“The oral activities completed during phonemic awareness provide a firm foundation for reading and writing of poetry when working with phonics” (Azwell, T., Kansas Journal of Reading, 2005 p.35).