User:SavvyWriter58/Phonics

Analytic phonics is a taught reading approach focusing on the initial sound or onset of a word or words. Students are encouraged by their teachers to identify initial sounds or onsets in a given word. Once an initial sound or onset is identified in a word, students should be instructed by their teachers to analyze the letter combinations or graphemes of new words. Letter combinations or graphemes of new words should have letters students have been already taught and can recognize on their own.

Teaching strategies
A common analytic phonics teaching is exposing students to word families. When students are exposed to different word families, they are able to identify, analyze and construct different rhyming word patterns. A example of a student's increasing ability to construct a rhyming word pattern with the "oa" grapheme would be as follows: "road, toad, load and goad". Examples of other recognizable graphemes that allow students to construct rhyming word patterns are "at", "igh", "ew", "oo", "ou" and "air". More letter combinations or graphemes can be viewed in the table below to support students increasing ability to construct a rhyming word pattern of similar phonemes or speech sound:

Tested studies
There have been many experimental research studies and correlational data studies conducted on the effectiveness of analytic phonics learning instruction. Many of these tested studies focused on different ranges of student groups in various locations throughout the world.


 * Johnston et al. (2012) conducted experimental research studies that tested the effectiveness of analytic phonics learning instruction among 10 year old boys and girls. Johnston et al (2012) used  comparative data from the Clackmannanshire Study and chose 393 participants to compare synthetic phonics instruction and analytic phonics instruction .  Male participants who were  taught in  synthetic phonics instructional setting showed  better word reading than the females in their classes, and their spelling and reading comprehension was also better .  However, for those in an analytic phonics instructional setting, male participants  performed as well as female participants in word reading, they had higher performance levels in spelling and reading comprehension
 * Comaskey et. al (2009) organized a correlational data study centering around computer based literacy interventions for synthetic phonics instruction and analytic phonics instruction. The investigated computer based literacy intervention program was called "A Balanced Reading Approach for Canadians Designed to Achieve Best Results" (ABRACADABRA).  Participants in the Comaskey et. al (2009)  correlational data study were fifty-three Kindergarten students who were randomly selected to engage in synthetic phonics or analytic phonics lessons using the computer-based literacy intervention for thirteen weeks. Participants involved in this study experienced a pre-post-test intervention design. The only controlled variable used in this study was the use of two reading interventions.  The test results suggested the synthetic phonics group showed an improvement in CV and VC word blending and the articulation of final consonants  while the analytic phonics group showed. an improvement improvements in articulating shared rimes in words.
 * Deault, et al (2009) managed a correlational data study on the "A Balanced Reading Approach for Canadians Designed to Achieve Best Results" (ABRACADABRA) the computer-based literacy intervention. In comparison to the Comaskey et. al (2009) correlational data study, the Deault, et al (2009) correlational data study differs because it focused on students' attention as a predictor of individual variation in response to the computer-based literacy intervention of (ABRACADABRA). Participants attention was measured by  parent ratings and a sustained attention task. The test results from the  Deault, et al (2009) correlational data study provided information on the relation of inattention and results concluded from the computer-based literacy intervention of (ABRACADABRA). Students' inattention  measurements predicted significantly more variance in the students' classroom setting versus the student group using the computer-based literacy intervention, (ABRACADABRA). Overall, the study's test  results suggested  the computer-based literacy intervention, (ABRACADABRA), could influence the relationships between literacy and attention. The computer-based literacy intervention, (ABRACADABRA) may support students at risk of reading and attention difficulties.