Phonics Phun – Practical Strategies for Supporting Learners with Disabilities June 4, 2024 at 11:15 am

Ehri (2004, 2015) asserts that successfully identifying words – including unfamiliar words – is one component to successful silent reading with comprehension, and that doing this efficiently requires readers to use a variety of skills and strategies. This is far beyond ‘sight reading’, as documented by Adams (2000). Many of the current methods of teaching phonics have been documented to be difficult for students with significant disabilities (Flores et al, 2004). This session will cover strategies that are evidence based for students with disabilities including making words (e.g., Hanser and Erickson, 2007.) and onset + rime (Greasley, Tanner, & Chapman, 1997). For a summary of research, see Comprehensive Literacy for All by Erickson & Koppenhaver, 2020 (pp. 165 – 181).

Key Learning Outcomes

1. Participants will review informal phonics assessment tools.
2. Participants will analyze multiple strategies for phonics instruction and select those most appropriate to their students.
3. Participants will identify two light tech and two high tech tools to support phonics instruction.


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