If you stopped here to learn about phonics instruction, I highly recommend also visiting my UFLI, orthographic mapping, and Orton Gillingham pages.
The Wilson Fundations program provides a detailed scope and sequence for teaching phonics and word study in elementary grades.
Here is an overview of the key phonics and skills covered in each grade.
Wilson Fundations scope & sequence, unit by unit, including trick words!
How Wilson Fundations aligns with the science of reading
Cognitive science, specifically how we process, retain, and retrieve information, underpins the research behind mnemonics, letter chants, and keywords in literacy instruction. The use of mnemonics (memory aids) and keyword methods has proven effective in aiding recall and enhancing learning, especially in literacy and language development. Here’s an overview of the key research and concepts related to these strategies:
1. Mnemonic devices in learning
What is a mnemonic? (Check out Orton-Gillingham Visual and Auditory Mnemonics on p. 32 and 33.)
A mnemonic is any technique that helps improve memory. The goal of a mnemonic is to make information more memorable by using associations, patterns, or imagery that are easier to recall than the original material.
How mnemonics enhance learning
- Cognitive Load Theory: Mnemonics reduce cognitive load by simplifying complex information, thereby facilitating comprehension and enhancing learning. Instead of memorizing individual pieces of information, learners can encode it more efficiently through simplified cues.
- Dual Coding Theory: Mnemonics often utilize both verbal and visual cues, which tap into the brain’s ability to process and store information using both verbal (language-based) and visual (imagery-based) systems. This results in better memory retention.
- Elaboration: Mnemonics encourage students to elaborate on the material by linking it to something they already know, making the information more meaningful and easier to recall.
Research on mnemonics for reading and phonics
- A study by Swanson (1999) found that using mnemonics significantly improved the ability of children with learning disabilities to recall word patterns and sounds.
- Baker et al. (2003) showed that mnemonic devices can improve word recognition, particularly for children who struggle with decoding. The use of rhymes, imagery, and auditory cues supports the development of phonological awareness.
2. Letter chants and sounds
What are letter chants?
Letter chants are rhythmic patterns or songs used to associate a specific letter with its sound. Often used in early literacy instruction, these chants help reinforce the connection between sounds and symbols, making it easier for children to recall them when needed.
How letter chants support phonics learning
- Phonemic awareness: Letter chants emphasize the sounds of letters, helping students become aware of the individual phonemes that make up words. This is a foundational skill for phonics and word recognition.
- Musical rhythm and repetition: Repeating a sound in a chant allows for automaticity in learning. The rhythm makes it easier for students to remember the letter-sound associations.
- Active engagement: Using a musical or rhythmic chant increases engagement and retention by tapping into students’ emotional responses to music. The movement and sound can improve attention and focus.
Research on letter chants
- Lester et al. (2013) found that using chants and songs to teach phonemes helped preschool children improve their phonemic awareness and phonics skills. The rhythmic and musical qualities of chants made learning enjoyable and effective for young learners.
- In the National Reading Panel Report (2000), teaching letter-sound relationships explicitly was highlighted as a key component of phonics instruction, with chants acting as a fun and interactive method to reinforce these relationships.
3. Keyword method
What is the keyword method?
The keyword method involves associating an unfamiliar word with a known word or image that sounds similar to it. The image or known word serves as a visual anchor, helping the learner recall the sound or meaning of the unfamiliar word. This method has roots in visual memory and is particularly effective for recalling phonetic patterns or irregular spellings.
How the keyword method helps in phonics
- Phonological and visual processing: Keywords are designed to reinforce the connection between sounds and symbols by creating a visual link that the learner can easily remember. This approach can assist in both decoding and spelling words.
- Spelling rules and patterns: In literacy education, the keyword method can help students remember common spelling patterns (e.g., the “oi” sound in “coin” or “toy”) by associating them with keywords that are easier to recall.
Research on the keyword method
- Gattegno (1974) researched the use of visual mnemonics and found that the keyword method significantly increased vocabulary recall. In phonics, this method is beneficial for sound-symbol associations.
- Pressley & McCormick (1995) demonstrated that keyword mnemonics help students who struggle with phonics by providing a visual and auditory bridge between new information (such as a sound) and a familiar reference (the keyword or image).
- Bahrick et al. (1993) found that visual mnemonics (like the keyword method) have a lasting impact on recall and memory retention, especially when the information is abstract (like letter-sound relationships).
4. Application to phonics instruction
How do these strategies integrate into programs like Wilson Fundations?
- Wilson Fundations and similar programs often incorporate mnemonics, letter chants, and the keyword method into daily instruction. These strategies help:
- Reinforce phonemic awareness and sound-symbol correspondence.
- Promote fluency in decoding by making sound patterns memorable through rhythmic repetition or visual anchors.
- Support struggling readers by making abstract phonics rules more accessible through engaging, multisensory methods.
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