Phonetic Continuum Matrix: A Research-Informed Approach to Selecting Decodable Words for Phonics Instruction

Authors

DOI:

https://doi.org/10.56887/galiteracy.165

Keywords:

phonics, phonemic awareness, early literacy instruction, research-based instruction

Abstract

This article presents a sequential system for selecting words for early decoding instruction. We have named our model the Phonetic Continuum Matrix due to its intersection with the developmental continua of phonemic awareness and phonics. Our purpose for creating this model is to offer teachers an efficient and sequential method of selecting words for word making, word breaking, sorting, and other activities and games during phonemic awareness and phonics instruction. We begin this article with a literature review to explain “why” we teach explicit phonemic awareness and phonics skills during early literacy instruction. Following that discussion, we explore the research used to create our sequential system for selecting words. Next, we present the Phonetic Continuum Matrix and share recommendations for using the model when designing early literacy instruction.

Author Biographies

  • Dr. Stephanie Grote-Garcia, University of the Incarnate Word

    Dr. Stephanie Grote-Garcia is a Professor of Teacher Education and Coordinator of the Literacy Minor at the University of the Incarnate Word. Previously, Dr. Grote-Garcia was awarded the Provost’s Legacy Teaching Award, the Sr. Margaret Rose Palmer Award for Education, and the Sister Theophane Power Endowed Chair in Education at her University. Outside of UIW, Dr. Grote-Garcia has received the Jack Cassidy Distinguished Serve Award for Contributions in Literacy Education from the Texas Association for Literacy Education (TALE) and she has been recognized for exemplary faculty practices by the Center for Research, Evaluation, and Advancement for Teacher Education. Dr. Grote-Garcia is Past-President of the Specialized Literacy Professionals and is co-founder of TALE. She is co-author of the annual What’s Hot in Literacy Survey.

  • Dr. Bethanie Pletcher, Texas A&M University-Corpus Christi

    Dr. Bethanie Pletcher is an Associate Professor of Reading Education in the Curriculum, Instruction, and Learning Sciences Department at Texas A&M University – Corpus Christi. Her research interests include literacy coaching, the design and implementation of reading clinics on university and elementary school campuses and supporting emergent readers who experience reading difficulties. Dr. Pletcher has published over 45 articles and book chapters, actively presents at conferences, and is an editor for Literacy Research and Instruction. Prior to her current faculty position, Dr. Pletcher was a Reading Recovery© Teacher, reading specialist, and classroom teacher in public schools for 12 years.

  • Hanna B. Patton-Elliott, Texas A&M University-Corpus Christi

    Hanna B. Patton-Elliott, M.Ed., is working toward a doctoral degree in curriculum and instruction with a literacy focus at Texas A&M University Corpus Christi.  She holds a bachelor’s degree in interdisciplinary studies for early childhood through sixth grade from the same university, and a master’s degree in curriculum and instruction from Texas A&M University Commerce.  Her current research focuses on grammar instruction, translanguaging practices in gifted classrooms, and indigenous literacy pedagogy in the Americas and Australia.

Phonetic Continuum Matrix (Grote-Garcia et al., 2024)

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Published

11/15/2024

Issue

Section

Research and Practitioner Articles

How to Cite

Grote-Garcia, S., Pletcher, B., & Patton-Elliott, H. (2024). Phonetic Continuum Matrix: A Research-Informed Approach to Selecting Decodable Words for Phonics Instruction. Georgia Journal of Literacy, 46(2), 4–19. https://doi.org/10.56887/galiteracy.165

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