![]() What I think it really means is that most of the schemes tested in research are pretty reasonable. Perhaps direct tests of different sequences could sort out some small learning differences. That doesn’t mean sequence doesn’t matter. The same kind of thing was true for vocabulary. For example, the National Reading Panel looked at 38 studies on something like 19 different sequences of phonics instruction, and though those differed greatly in the inclusion and ordering of skills, all the approaches seemed to confer a learning advantage. When I look at phonics and vocabulary studies, it is clear that pretty much all sequences work. So, what is the research-based comprehensive curriculum that teachers need to follow? Well, to tell you the truth, I don’t know. I know of no direct tests of the question in the vocabulary literature, but all of the studies where success was accomplished in improving reading comprehension had a clear plan for the teacher. In phonics, the question has been tested directly in several research studies, and always with the same result: teachers who were teaching a pre-established regimen of phonics were more successful than those who were winging it. Yes, I think it is important to have a clearly established sequence of instruction in both phonics and vocabulary. Let me answer the easier of the two questions, first. Those are two pretty important questions: What should the sequence of instruction be in phonics and vocabulary? And do you need a prescribed sequence to be successful? I want to help my strugglers and my above-level students. ![]() I have tried to find something that I feel is research-based and comprehensive. She writes, “In my district we do not have a specific scope and sequence for teaching vocabulary, nor phonics. This weekend I received an interesting question from a third-grade teacher in Frankfort, KY. Though this entry was published more than a decade ago, it is still up-to-date with regard to the science of reading. While that might reassure teachers about what to teach, many are still uncertain as to the sequence of instruction recommended by a science of reading. That science certainly makes it clear that students need to learn to perceive sounds, decode words, and connect those orthographic-phonemic units with word meanings. ![]() These days there is a great deal of interest in the science of reading. Blast from the Past: This entry first posted on November 29, 2009, and was reposted on May 30, 2020.
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