Connecting Word Study and Reading

Abstract

How is phonics instruction best taught to first and second grade students? Should phonics be taught explicitly or should phonics be taught when needed? This action research explores a combination of both of those beliefs. The purpose of this action research was to notice how additional instruction and practice with phonics strategies and skills affect my students phonics learning. Ten students in an urban, independent Midwest school worked to connect their Words Their Way (Bear et al., 2012) spelling patterns with identifying those word patterns in various texts while reading. This research took place over five weeks and allowed students to be set up for success through a gradual release of responsibility. This action research project confirms the importance of phonics instruction for beginning readers in first and second grade.