Research
1. Gates, L., & Yale, I. (2011). A logical letter-sound system in five phonic generalizations: this article introduces a strategy for teaching systematic phonics with a logical system of grapheme-phoneme relationships. The Reading Teacher, 64(5), 330+. Retrieved from https://link.galegroup.com/apps/doc/A249869571/PROF?u=tea&sid=PROF&xid=02914556
Summary: Researchers look at phonetic knowledge and show teachers an approach to basic vowel words, providing examples of one-syllable CVC words, one-syllable VCe words, and one-syllable CVVC words. The article provides guidance on individualizing phonetic instruction and connecting it with daily reading to build students' phonetic knowledge.
2. Fitzer, K. R., & Hale, J. B. (2018, February 07). Evidence-Based Reading Intervention Strategies: Decoding, Fluency, and Comprehension. Retrieved from https://www.ldatschool.ca/teaching-the-brain-to-read-strategies-for-enhancing-reading-decoding-fluency-and-comprehension/
Authors share about the importance of teaching phoneme-grapheme correspondence throughout the early grades, as opposed to teaching word memorization. Authors provide concrete strategies for "word attack" skills for students.