C: Phonics: Letter - Sound Relationships

One way to understand a text is to assign a sound to each letter or letter combinations, so the learner can "sound out" the word. Using phonics enables the learner to figure out how to read words by predicting how these sounds may be pronounced based on the patterns she has previously learned.

There are many people who believe that the use of phonics is a better way to learn how to read words; others believe that using sight words is a more efficient way to pick up new words. Both methods work. However, some learners respond better to phonics and others respond better using the sight word method.*

You and your learner will be able to determine which method works best for your learner. However, it is important to note that the use of phonics does have limitations even if it is the preferred way for your learner to gain more vocabulary. For example, vowel sounds, which are very complicated, are much harder to learn using phonics. (There are 18 different vowel sounds that have over 50 different spellings!)

Generally, it is advisable to teach the essential sight words before introducing phonics to your learner.

Basic steps in introducing a sound:3

  1. Identify the letter.
    • Say the name of the letter.
    • Write the letter down.
  2. Ask the learner to listen to the beginning of the words that you state.
    Example: man, Monday
  3. Ask the learner to repeat the words and tell you what sound comes at the beginning.
  4. See if the learner can hear the sound in other words.
    Example: movie (yes), mother (yes), tape (no), number (yes)

* The importance of using phonics (or sound - symbol correspondences) with lower-level ESL learners is explored in the following texts, which demonstrate how to use this tool in an integrated way.
Grace Massey Holt. (January 1995). Teaching Low-Level Adult ESL Learners. In National Centre for ESL Literacy Education and Centre for Applied Linguistics [on-line], Available: cal.org/ncle/digests/holt.htm
Miriam Burt and Joy Kreeft Peyton. (2003). Reading and Adult English Language Learners: The Role of the First Language. In National Centre for ESL Literacy Education and Centre for Applied Linguistics [on-line], Available: cal.org/ncle/digests/reading.htm. [2003, April 15] Jill Bell and B. Burnaby, A Handbook for ESL Literacy. (Toronto, Ontario: The Ontario Institute for Studies in Education, 1984.)

3 Ruth Johnson Colvin, I Speak English (Syracuse, New York: New Readers Press, 1997), p. 108. Used by permission.