Teaching letter sound relationships in context is systematic

Authors

Jessica Mantei, University of WollongongFollow
Lisa K. Kervin, University of WollongongFollow
Pauline T. Jones, University of WollongongFollow

RIS ID

131689

Publication Details

Mantei, J., Kervin, L. & Jones, P. (2018). Teaching letter sound relationships in context is systematic. Professional Educator, Special Edition 30-33.

Abstract

While it is acknowledged that mastery of constrained literacy skills is a predictor of later literacy proficiency, Paris (2005) observes that no research has found it to be a causal relationship. That is, no correlation exists between early mastery of skills such as phonic knowledge and later literacy achievement. Of course, mastery of the constrained skills is necessary, but only in that it allows us to develop increasingly unconstrained, complex and contextualised skills for living rich literate lives.