Literacy expert Timothy Shanahan shares best practices for teaching reading and writing. Dr. Shanahan is an internationally recognized professor of urban education and reading researcher who has extensive experience with children in inner-city schools and children with special needs. All posts are reprinted with permission from山山对扫盲。
Teacher question:I keep hearing about the science of reading and that I need to teach phonics (I’m a second-grade teacher). I’m okay with that but there is a lot to teach in reading. How much of the time should I spend teaching phonics?
Shanahan的回应：
男人我很惊讶。我已经与关于学校课程的校长说过的校长。他给了我一个概述，并向我保证，他的老师所需的是学术语言的培训以及如何询问高级理解问题。专业会议上的发言人强调了那些高贫困学校的重要性，校长确信是对更高考试成绩的道路。
I’d asked about how much reading instruction his students were receiving in phonics and fluency, and he assured me those were already addressed. “No, the problem is those higher-level thinking skills that our students lack.”
I told him that I thought I could help but that I wanted to be sure. “Could I visit some classrooms before I decide?”
What I saw wouldn’t surprise me now, but at that time I was gobsmacked.
The teachers’ lesson plans showed a lot of reading instruction. My classroom observations showed something else. Much of the instructional time wasn’t used for instruction at all. The teachers spent a big chunk of time on “sustained silent reading” and they read to the children quite a bit, too. All the classrooms had multiple reading groups. That meant that the boys and girls did a lot of worksheets to keep them quiet while the others were reading with the teacher.
The small group teaching entailed little more than reading a story together out of a textbook, with quite a bit of round-robin reading. I guess that was the fluency work.
Oh, and the phonics instruction?
还有一些，但这也很瘦。
教师们会从教科书计划中发出几个语音工作表。她会读取课程的路线，让孩子填写页面，然后她将它们分手并发掉。语音分配不仅仅是语音指令。我不知道出版商有什么想法，可能不是学生得到的东西。
我当时没有跟踪。回想起来，我猜这些孩子每天有大约5分钟的电话（以及教学质量，请不要让我开始）。可以对“流利工作”进行同一点。循环阅读很少给孩子超过一分钟惯例。如果每天完成，在一年中，这将达到不到3个小时的口头阅读练习！
In other words, these children weren’t getting much phonics or fluency teaching.
这些男孩和女孩需要学习如何阅读。尽管如此，没有人在教他们的教导。
学生可以练习，但练习你不知道如何做的事情并不特别有效。
The principal was right. They weren’t getting much help with academic language or higher-order thinking. But that wasn’t their problem.
你问道，“你应该教多少语音？”当然，比这些孩子更多。
国家阅读委员会得出结论,学生benefited from explicit phonics instruction. It didn’t determine how much phonics might be beneficial (it did say that phonics from kindergarten through second grade was a good idea).
为了回应你的来信，我又看了一下这38项研究。其中十八是有关剂量的信息。他们都成功了。也就是说，获得这些语音数量的孩子们表现出没有得到这种指示的人。
这些每日金额为每天15至60分钟。
由于所有这些研究中的语音教学是有益的，你可以说每天15分钟就足够了，也许它是。但我会倾向于平均水平。有不同的方法来计算平均线。在这种情况下，他们全都每天大约30分钟（平均值为34.4分钟，模式和中位数都是30）。
Does that mean every child needs 30 minutes of explicit phonics teaching every day?
Not necessarily. Carol Connor found she could divide first-graders based on their decoding proficiency. Those who could decode well already, did better working on more advanced reading and writing activities. Those not so proficient did best with explicit phonics teaching. Her study gives lie to the notion that there is no cost to teaching phonics to kids who can already decode well. What that means is that some kids would get more phonics and some would get less.
Also, even with 30 minutes of decoding instruction each day there are sure to be kids who need even more (decoding is a bigger challenge for some). Those kids might receive in-class or pull-out interventions added to the daily classroom phonics instruction.
当我在芝加哥公立学校阅读时，我需要30-45分钟的指示。我们每天瞄准2-3个小时的阅读和写作教学，所以我们致力于四分之一的整体，以确保孩子们可以阅读这些词。显然，有更多的教学阅读，但25％是一个相当大的承诺。超过三年（从幼儿园到2年级），这意味着所有学生都可以使用大约270小时的解码指令（有些孩子由于他们的蓬勃发展的熟练程度和其他人而越来越少 - 超越教室 - 由于他们特别需要）。从长远来看，这比任何研究都提供了更多的时间，肯定地，比我参观的教室里的经常看到的更多。
What counts as decoding instruction?
That will vary a bit from grade level to grade level. Kindergartners need to be taught the letters (lower case and capitals, names, most common sounds, how to write them).
如果他们要将它们与信件联系起来，孩子们必须在单词中感知声音，并且音素意识指导旨在实现这一目标。我肯定会使我的解码指令的那部分。
由于孩子们进展了成绩，拼写模式及其发音成为一个问题。
语音指导应该教孩子听到声音，识别字母或拼写模式，然后连接声音和字母/拼写。他们需要很多关于这些元素的练习，以及与他们的一些阅读练习（这就是可解放的文本派上派上的练习 - 作为语音指令的一部分）。
指令应该强调使用这些字母的知识和声音来解码单词并写入或拼写它们（读取和拼写密切连接）。解码单词和拼写词语应该占据语音指导房地产的大部分。
Finally, good phonics instruction must nurture a sense of flexibility. Kids who come to see these letter and sound relations as “rules” don’t do as well as those who see them as possibilities or alternatives.
每天三十分钟就在K到2年级的学习是一个明智的投资。
也许你已经听说过那些10分钟的语音计划？鉴于证据，他们对我来说似乎并不是如此好主意 - 更像是缺乏阅读计划的补丁，而不是认真努力满足孩子的学习需求。每天三十分钟对我有意义，我希望它对你。
Original sourcehttps://www.readingrockets.org/blogs/shanahan-literacy/how-much-phonics-should-i-teach