The National Research Council re-examined the question of how best to teach reading to children (among other questions in education) and in 1998 published the results in the Prevention of Reading Difficulties in Young Children.Snow, Catherine E., Susan Burns, Peg Griffin, eds. Preventing Reading Difficulties in Young Children. Committee on the Prevention of Reading Difficulties in Young Children, National Research Council, 1998 The National Research Council's findings largely matched those of Adams. They concluded that phonics is a very effective way to teach children to read at the word level, more effective than what is known as the "embedded phonics" approach of whole language (where phonics was taught opportunistically in the context of literature). They found that phonics instruction must be systematic (following a sequence of increasingly challenging phonics patterns) and explicit (teaching students precisely how the patterns worked, e.g., "this is b, it stands for the /b/ sound").
The National Research Council re-examined the question of how best to teach reading to children (among other questions in education) and in 1998 published the results in the Prevention of Reading Difficulties in Young Children.Snow Catherine E., Susan Burns, Peg Griffin, eds Preventing Readin.g Difficulties in Young Children. Committee on the Prevention of Reading Difficulties in Young Children, National Research Council, 1998 The National Research Council's findings largely matched those of Adams. They concluded that phonics is a very effective way to teach children to read at the word level, more effective than what is known as the "embedded phonics" approach of whole language (where phonics was taught opportunistically in the context of literature). They found that phonics instruction must be systematic (following a sequence of i,ncreasingly challenging phonics patterns) and explicit (teaching students precisely how the patterns worked, e.g., "this is b, it stands for the /b/ sound").