© by Vista Higher Learning, Inc. All rights reserved. | TG P-2 | Connect to Phonics PLUS Teacher Guide curriculum helps teachers explicitly and systematically: • instruct students in how to relate letters and sounds, how to break spoken words into sounds, and how to blend sounds to form words; • help students understand why they are learning the relationships between letters and sounds; • help students apply their knowledge of phonics as they read words, sentences, and text; • help students apply what they learn about sounds and letters to their own writing; • adapt to the needs of individual students, including multilingual learners, students with disabilities, and others, based on assessment; • include alphabetic knowledge (August & Shanahan, 2006). Language Interaction in the Classroom The work of Vygotsky (1978) has long served as a foundation for much of the research and theory on language development in the classroom. He believed strongly in the role of social interaction in the development of cognition and language. Notably, the importance of multiple exposures and meaningful interactions with language is key. Humans cannot learn a language through rote memorization and have it be preserved or applied in any meaningful way. Instead, repeated exposure through multiple opportunities is crucial. A systematic approach can move teachers away from isolated skills work and toward a meaningful application of phonics skills. In essence, Connect to Phonics PLUS incorporates the foundational research and progressive models designed to meet the needs of today’s diverse learners. The research is translated into strategies that function in a cohesive manner, focusing on the desired result of raising readers. References August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Center for Applied Linguistics, Lawrence Erlbaum Associates. Blevins, W. (2017). A fresh look at phonics. Corwin. Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1): 5–51. Chall, J. S., & Jacobs, V. A. (2003). The classic study on poor children’s fourth-grade slump. American Educator. https://www.aft.org/periodical/americaneducator/spring-2003/-classic-study-poorchildrens-fourth-grade-slump Eldredge, J. L. (2005). Foundations of fluency: An exploration. Reading Psychology, 26(2), 161– 181. Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., . . . & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade. Educator’s Practice Guide. NCEE 20164008. What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/Docs/PracticeGuid e/wwc_foundationalreading_040717.pdf Kame’enui, E. J., Carnine, D. W., Dixon, R. C., Simmons, D. C., & Coyne, M. D. (2002). Effective teaching strategies that accommodate diverse learners (2nd ed.). Prentice Hall. National Reading Panel. (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: Reports of the subgroups. Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health. https://www.nichd.nih.gov/sites/default/files/pu blications/pubs/nrp/Documents/report.pdf Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
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