“The research … indicates that a code-emphasis method – i.e., one that views beginning reading as essentially different from mature reading and emphasizes learning of the printed code for the spoken language – produces better results … The results are better, not only in terms of the mechanical aspects of literacy alone, as was once supposed, but also in terms of the ultimate goals of reading instruction – comprehension and possibly even speed of reading. The long-existing fear that an initial code emphasis produces readers who do not read for meaning or with enjoyment is unfounded. On the contrary, the evidence indicates that better results in terms of reading for meaning are achieved with the programs that emphasize code at the start than with the programs that stress meaning at the beginning.”

“In summary, deep and thorough knowledge of letters, spelling patterns, and words, and of the phonological translations of all three, are of inescapable importance to both skillful reading and its acquisition. By extension, instruction designed to develop children’s sensitivity to spellings and their relations to pronunciations should be of paramount importance in the development of reading skills. This is, of course, precisely what is intended of good phonic instruction.”

“In the largest, most comprehensive evidenced-based review ever conducted of research on how children learn reading, a Congressionally mandated independent panel has concluded that the most effective way to teach children to read is through instruction that includes a combination of methods. The panel determined that effective reading instruction includes teaching children to break apart and manipulate the sounds in words (phonemic awareness), teaching them that these sounds are represented by letters of the alphabet which can then be blended together to form words (phonics), having them practice what they've learned by reading aloud with guidance and feedback (guided oral reading), and applying reading comprehension strategies to guide and improve reading comprehension.”
In another comprehensive survey of research regarding twenty- four widely used school reform models (commissioned by the National Education Association [NEA], the American Association of School Administrators [AASA], and others), only three models showed “strong evidence” of effectiveness. Only two of the three were applicable in elementary school (the third was a high school model), and both of these models featured highly structured, systematic phonics instruction; most of the other models did not feature such instruction. Reference: An Educator's Guide to Schoolwide Reform, 1999, published on line by the American Association of School Administrators.

• By 1994, when all of California's public school fourth-graders had been trained exclusively in a phonics-free environment, California's performance was at the very bottom of the national scores on the U.S. Department of Education's NAEP Reading Report Card (it tied with Louisiana for last place among 39 states tested).
• The state education superintendent of the time, Mr. William Honig, stepped down from his position. He has since written a book (Teaching our Children to Read: The Role of Skills in a Comprehensive Reading Program)
• The California State Board of Education has now revised its official reading policy, and California is just beginning its long, slow climb back up the ladder (in 1998 it ranked fourth from the bottom among participating states).

• Teach phonemic awareness explicitly. Although there are some children who have an implicit understanding of phonemic awareness, almost all children benefit greatly from explicit instruction. Phonemic awareness is a prerequisite for successful subsequent phonics instruction.
• Teach every letter-sound correspondence explicitly. Research supporting this idea is simply overwhelming. Children who have been trained explicitly to decode words are far more likely to read successfully than children who have had limited training or no training.
• Teach high frequency letter-sound relationships early. Successful curricula tend to involve students in activities in which they can experience immediate and ongoing success. A successful phonics program gets children reading as soon as possible by teaching the highest frequency relationships early and presenting students with stories that consist of words containing only the relationships that have already been taught.
• Teach sound-blending explicitly. Students do not necessarily understand how to connect the phonemes in unfamiliar words. Students with explicit training outperform those who have had little or no training.
• Correct every oral reading error. All children, and especially children with reading difficulties, benefit the most when they receive corrective feedback regarding all reading errors, regardless of whether those errors influence the meaning of the passage (many meaning-emphasis programs encourage teachers to correct only errors affecting meaning).
• Use code-based readers rather than ordinary literature during early instruction.