Phonics Instruction in Early Literacy: Examining Professional Learning, Instructional Resources, and Intervention Intensity

Abstract

Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as “Which strategies are most effective for which students?”, “How should interventions be structured for the best results?”, and “Which school personnel should deliver these interventions?” To begin answering these questions, we conducted the present systematic literature review to synthesize the research surrounding phonics instruction for the last ten years in grades kindergarten through third using the systematic review methodology. Three overarching themes about phonics instruction emerged: (a) professional learning to foster a deep understanding of language; (b) instructional resources to support teachers with limited content or pedagogical knowledge; and (c) intervention intensity in relation to length and other factors. This review takes an in-depth look at what we, as scholars, know about phonics instruction and what we still need to know to advance reading scores.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Data Availability Statement

The authors confirm that the data supporting the findings of this study are available within the article and its supplementary materials.