Bringing the Reading Sciences Into the Classroom

Insights for Phonics Instruction

Datos Bibliográficos

ID21786090
AutoresTobias Ungerer (0000-0002-6879-7584, University of Toronto, autor de correspondencia), Kathleen Rastle (0000-0002-3070-7555, Royal Holloway University of London), Blair C Armstrong (0000-0002-6345-0389, University of Toronto)
Año2026
Páginas17456916261438004-17456916261438004
Fecha de publicación2026-05-05
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPerspectives on Psychological Science (JOURNAL)
Identificadores de la revistaISSN: 1745-6916 • E-ISSN: 1745-6924
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/17456916261438004
PMID42085600
OpenAlexW7160243483
IdiomaEN
Referencias citadas148

Teaching phonics—that is, systematic mappings between letters and sounds—plays a foundational role in how children learn to read in alphabetical writing systems. Although the reading sciences yield important insights into the factors underlying effective phonics instruction, these findings have not been sufficiently linked to key decisions that teachers must make in the classroom—for instance, which spelling-sound regularities to teach, in what order to introduce them, how to illustrate them with example words, and when to teach exception words. We first show that existing phonics programs provide varying guidance on these aspects, which may affect learning outcomes in ways that are poorly understood. We then discuss how research on reading and learning can inform key considerations regarding the use of effective phonics content. We also highlight gaps in current knowledge that remain to be addressed by further work. Finally, we outline a road map for how future research could support the design and selection of optimized phonics content, thus benefiting the professional practice of diverse stakeholders in education

Learning to read · Phonics · Teaching method · Phonetics and Phonology Research · Reading and Literacy Development · Second Language Acquisition and Learning