#49: Common Phonics Teaching Mistakes and How to Avoid Them
Teaching phonics can feel overwhelming, especially with so much conflicting advice out there. You might scroll through Facebook groups or Instagram posts and see teachers debating best practices, leaving you feeling unsure about what truly works. But here’s the good news—there are simple, research-backed strategies to ensure your students thrive in phonics instruction.
I’ve been in the classroom long enough to know that we’re all doing the best we can with the knowledge we have. But when new research comes to light, we have the opportunity to improve our instruction and help our students become stronger, more confident readers. So let’s break down the most common phonics teaching mistakes and, more importantly, how to fix them.
Mistake #1: moving Too Fast Through Phonics Skills
Many teachers feel pressured to follow pacing guides and cover a set number of phonics skills before the end of the school year. The problem? Moving too quickly through phonics lessons without ensuring mastery leads to students guessing words rather than reading them.
I get it. The calendar keeps moving whether our kids are ready or not. It’s tempting to push forward, especially when administrators want to see steady progress. But we need to remind ourselves that phonics isn’t a race—it’s a foundation for literacy.
How to Fix It:
- Use student data, not the calendar, to guide instruction. Regularly assess phonics knowledge before introducing new concepts.
- Incorporate spiral review. Revisiting past skills strengthens retention and prevents students from forgetting what they’ve learned.
- Allow time for mastery. If students struggle with a skill, pause and provide additional practice before moving forward.
- Differentiate instruction. Not every student will master a skill at the same time, so small group instruction is key.
- Celebrate small wins. Progress is progress, no matter how slow. Praise students for their efforts, and they’ll stay motivated to keep learning.
Mistake #2: Skipping Phonemic Awareness
Some teachers assume that once students know letter sounds, they are ready to jump straight into blending. However, research shows that weak phonemic awareness leads to struggles with decoding, spelling, and reading fluency.
How to Fix It:
- Integrate daily phonemic awareness activities. Have students tap out sounds (e.g., /b/ – /a/ – /t/ for “bat”) and manipulate sounds in words (e.g., changing “cat” to “hat”).
- Assess phonemic awareness regularly. Identify and address gaps early to prevent future reading difficulties.
- Use engaging activities. Songs, games, and hands-on activities make phonemic awareness fun. Even five minutes a day can make a difference!
- Make it multisensory. Clapping syllables, using hand motions, or even jumping for each sound keeps kids engaged.
Mistake #3: Relying on Leveled Readers Instead of Decodable Texts
Many schools still use leveled readers because they appear engaging. However, these books often include words beyond students’ phonics knowledge, leading them to guess rather than decode.
I remember handing my students a leveled reader and watching them look at the pictures to guess words. That’s when I knew something wasn’t right. We want students reading words—not making wild guesses.
How to Fix It:
- Use decodable texts aligned with phonics instruction. If you’re teaching digraphs, for example, students should read books that reinforce words like “chop” and “ship.”
- Teach decoding strategies over guessing. Encourage students to sound out words rather than rely on pictures or context clues.
- Provide a variety of decodable texts. Give students exposure to different sentence structures and vocabulary within their skill level.
- Gradually introduce complex text. Once students build confidence with decodables, you can transition them into more challenging books.
Mistake #4: Not Explicitly Teaching Blending and Segmenting
Blending sounds to read words and segmenting sounds to spell words are critical skills that don’t always develop naturally. Many students struggle with this step if they aren’t explicitly taught how to do it.
How to Fix It:
- Model blending and segmenting explicitly. Show students how to slowly blend sounds together (e.g., “ssssuuuunnn” for “sun”) and break words into their individual sounds.
- Use visual aids and hands-on activities. Sound boxes, Elkonin boxes, and tapping out sounds on fingers help reinforce these skills.
- Practice blending in isolation. Before reading full words, have students practice blending individual sounds together.
- Encourage repeated exposure. The more students practice, the more natural it will become.
Mistake #5: Teaching High-Frequency Words Through memorization
Traditional sight word instruction focuses on rote memorization, but research shows that words are best learned when students connect them to phonics patterns.
How to Fix It:
- Use orthographic mapping. Teach high-frequency words by breaking them into sounds and linking them to spelling patterns.
- Group words by phonics patterns. Instead of teaching words in isolation, group them by common features (e.g., “this,” “that,” and “then” all contain “th”).
- Make it hands-on. Use magnetic letters, writing exercises, and tracing to help students internalize the words.
- Emphasize meaning. When students understand the meaning of a word, they are more likely to remember it.
Bringing it All Together
If you recognized any of these mistakes in your own teaching, don’t worry—you’re not alone! The best teachers are always learning and refining their practice. Start by choosing one area to improve and implement a small change this week.
By making phonics instruction more structured, intentional, and evidence-based, you’ll set your students up for long-term reading success.
Want More Support? Join The Science of Reading Formula!
If you’re ready to take your phonics instruction to the next level, join The Science of Reading Formula! Our membership provides research-backed lesson plans, decodable texts, and step-by-step strategies to make phonics instruction easier and more effective.
LINKS
Listen to “The Best Order to Teach Phonics”
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