Phonics is the relationship between sounds and the written letter symbols. It involves the correspondence of sound/spelling with written words/syllables. When referring to reading programs, phonics refers to reading by decoding (sounding out words) rather than reading using the “whole word” or “whole language” approach. While Raising Robust Readers is a phonics-based program, it is more precisely a phonogram-specific program.

Literally it means being aware of sounds.  This term refers to spoken sounds.  It is the ability to hear sounds and manipulate them. For example “t-a-p” vs “p-a-t.”  Both have the same letters; but they are in a different order.  Or “t-a-p” vs. “t-o-p” where the vowel sound is different.  Note:  This term differs from ‘phonogram’ which refers to the printed symbol.

Phonograms show the smallest sounds that make up words. It is the “code” by which we sound out words. A phonogram may have one letter (h); two letters (ai); three letters (igh) or four letters (eigh). In each of these examples the phonogram makes one sound regardless of how many letters make up the phonogram. So...h says /h/; ai says /ā/; igh says /ī/ and eigh says /ā/.Some phonograms have more than one sound. For instance, a has three sounds: /ă/ as in Abby. /ā/ as in ate. /ah/ as in almonds.Knowing this code takes the mystery out of reading and the frustration out of learning.

Phonograms can be introduced at any age as long as you consider the developmental (not the chronological) age of the individual, and teach accordingly.  A baby can hear the songs and watch your mouth; a toddler can add gestures and play; an older child can associate print and sounds and go on phonogram hunts; an adult can learn and apply new skills to expand his/her independent opportunities.  Truly, they can be introduced at any age and at any stage.

You do not need to wait at all.  Just because your daughter has delayed (or little) speech does not mean she cannot hear and process sounds.  Nor does it mean she cannot see print.  We don’t have to be able to speak to read.  After all, most of our time is spent reading silently.  You can still evaluate her understanding of your instruction, for instance, by having her show you the words/phrases as you say them rather than having her produce the sounds/words/phrases verbally. 

Because we want children to experience success from the very beginning, and at each step moving forward, we begin with phonograms that have only one sound.  That way, when they begin blending, there is only one possible sound for each.  Hence, no guessing; just success.  For that reason, we teach single sounds consonants and vowel buddies before we teach two-sound consonants and multi-sound vowels.   Experiencing success at the beginning means that students are more confident when moving to the more complex steps.

There is no set time.  Frequent, short spurts tend to be very effective.  This helps with short attention spans, and helps retention. Using environment print and teachable moments are generally more meaningful than worksheets.  Think circling bossy r phonograms on a menu or just making a "buddy-bet" on whether you two will pass a jEEp in the parking lot as you go from your car to the grocery store.   There are also times you can create a whole activity around one phonogram such as making a weird beige shirt when studying phonogram “ei” or even spend a whole afternoon having a picnic, eating ice cream, and taking a taxi ride to teach the three sounds of ‘i.’

Parents can be a child’s most effective teacher. There is so much going on in a classroom, that individualized, direct reading instruction is limited.  And ‘reading time’ occurs whether your child is in a receptive mood or not with a teacher who may or may not have been trained in best practices.  You know your child’s personality; you are with your child day and night; you have the opportunity for meaningful teachable moments.  You have the greatest incentive for your child’s future independence.  But you have to understand how the process works.  With Raising Robust Readers, you gain the knowledge and confidence to be the constant support for your child either at a desk or on the go wherever you go.   For more reasons why parents should take a more hands-on approach, listen to the documentary “Hard to Read” .   You will also hear about how well teachers know (or don't know!) the components of effective reading instruction as set out by the National Reading Panel in 2000 and as researched by the National Council on Teacher Quality in 2016.