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Principles of Code-Based Instruction

Essay Principles of code-based instruction

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Daisy Roberti
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20 views2 pages

Principles of Code-Based Instruction

Essay Principles of code-based instruction

Uploaded by

Daisy Roberti
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Although all eight principles of code-based instruction are required to

effectively teach phonics, This essay will reflect on synthetic and analytic
instruction. “Synthetic instruction presents part of the language and teaches
how the parts work together to form the whole …[whereas] analytic
instruction teaches how the whole can be broken down into its component
parts'' (Birsh, 2018. p 46). Synthetic and analytic instruction helps to
develop alphabetic knowledge, phonemic awareness, and
phoneme-grapheme correspondences. During synthetic instruction
students are explicitly and systematically taught letter names and the
sounds that letters and letter combinations represent. Instruction follows a
scope and sequence that progresses from simple to more complex phonics
skills and students learn how to blend sounds together to read whole
words. Recognising phonics patterns, connecting them to the phonemes
that they represent, and blending phonemes to read syllables and whole
words is how students learn to effectively decode (read) words. Analytic
instruction takes the whole word and breaks it down into its phonetic parts.
An example of this is segmenting a word into syllables and segmenting
single syllables into individual phonemes. Breaking words into individual
phonemes supports a student's ability to encode (spell) words. Synthetic
and analytic instruction that includes explicit, systematic, cumulative
phonics instruction and the blending and segmenting of phonemes is
effective because it helps students develop strong phoneme-grapheme
correspondences. Automatic phoneme-grapheme correspondences
support automatic word recognition through the process of orthographic
mapping, which requires the sounds within words to be mapped to the
letters that represent them. Orthographic mapping allows students to “store
the connected sounds and letters of words (along with their meaning) as
instantly recognizable words” (Sedita, 2022). These instantly recognizable
words are known as sight words. Building sight word knowledge increases
fluency, the ability to read a text accurately, quickly, and with expression,
and reading fluency serves as the bridge between word recognition and
comprehension. Reading comprehension, the ultimate goal of reading,
requires that we first crack the code, and to do so students must first
develop phonemic awareness, automatic phoneme-grapheme
correspondences, and sight word knowledge.
References:

Birsh, J.R. (2018). Multisensory Teaching of Basic Language Skills, Fourth


Edition. Baltimore, MD: Brookes Publishing.

Sedita, J. (2022). Orthographic Mapping. Keys to Literacy .


https://keystoliteracy.com/wp-content/uploads/2022/03/Orthographic-
Mapping-HBIDA-Article.pdf

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