Explicit phonics instruction is characterized by what approach?

Explicit phonics instruction is characterized by what approach?

• A. Random exposure to letter sounds
• B. Indirect and spontaneous learning of sounds
• C. Direct and systematic teaching of letter-sound correspondences
• D. Integration of phonics with literature

Answer: (C)

Explicit phonics instruction is characterized by a direct and systematic teaching of letter-sound correspondences. This method focuses on clearly defining and teaching the relationship between letters and their sounds, which is essential for developing reading skills. By systematically introducing these correspondences, students can learn to decode words effectively. This approach ensures that learners understand how sounds work together to form words, thereby strengthening their reading abilities. This instruction typically involves structured lessons that progressively build on students' knowledge, allowing them to practice and apply their understanding in various contexts. This direct teaching strategy contrasts with more passive or indirect approaches where students might not receive explicit guidance on how to make letter-sound connections, nor may they have the opportunity to practice these skills in a structured manner.

Explicit phonics instruction is characterized by a direct and systematic teaching of letter-sound correspondences. This method focuses on clearly defining and teaching the relationship between letters and their sounds, which is essential for developing reading skills. By systematically introducing these correspondences, students can learn to decode words effectively. This approach ensures that learners understand how sounds work together to form words, thereby strengthening their reading abilities.

This instruction typically involves structured lessons that progressively build on students' knowledge, allowing them to practice and apply their understanding in various contexts. This direct teaching strategy contrasts with more passive or indirect approaches where students might not receive explicit guidance on how to make letter-sound connections, nor may they have the opportunity to practice these skills in a structured manner.