My own belief is that phonics is a part of the reading puzzle and needs to be 
addressed instructionally. How that instruction looks seems to me to be more 
the issue of contention than whether or not phonics is or is not a puzzle 
piece--that and the size of the puzzle.  I believe, personally, that embedded 
phonics instruction (morning meeting, reading groups, etc.( along with a very 
small dose of meaningful, explicit instruction (Making Words --Cunningham and 
Hall, spelling ala Diane Snowball,etc.) serves the needs of most readers. A few 
need less, a few need more and it is the role of the teacher to differentiate 
to those needs. What I do not believe, and this is essential, is that we can 
delegate this discussion to a chicken and the egg sort of dilemma and that 
seems to be the position of those supporting phonics first.
I would also say that many of those children still struggling to read beyond 
third grade tend to be overly reliant on letter-sounding, rather than deficient 
in the skill. 


Lori Jackson M.Ed.Reading Specialist
Broken Bow, NE






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> Date: Wed, 22 Jul 2009 02:06:36 +0000
> From: swill...@comcast.net
> To: mosaic@literacyworkshop.org
> Subject: [MOSAIC] phonics question- 2nd grade teacher
> 
> 
> 
> Hello All, 
> 
> 
> 
> I'm a second grade school teacher.  Throughout my time in school the great 
> phonics controversy has popped up more than once.  I would like your take on 
> the topic.  Do all children need to be taught phonics?  Why or why not? 
> 
> 
> 
> 
> Thank you, 
> 
> 2nd grade School Teacher
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