Teaching Phonics at the Secondary Level

Typically, phonics has been viewed as a primary grades and elementary level skill. However, with the increasing number of adolescents who struggle with decoding, it is important to focus on and implement basic phonics instruction into reading instruction at the secondary level. Phonics includes the understanding of letter-sound correspondence as well as the sounds those letters make up. It also includes spelling instruction and knowledge of morphemes and word origins. All of these skills are critical components to reading and comprehension and have been proven to increase comprehension of struggling readers when taught explicitly, directly and systematically.

My reading clinic student and the seventh graders I teach, struggle with decoding which then hinders their comprehension. These students are in need of phonics instruction at the secondary level; however, there are challenges associated with this kind of instruction. First of all, it is not part of most reading programs at the secondary level to include basic phonics instruction in vowel sounds, consonant blends and other basic decoding skills. Additionally, students at this level may become offended or even resistant to instruction that they feel is “too babyish” for them. Because of these reasons, phonics instruction to secondary students must be handled with care and approached in innovative and new ways.

First of all, phonics instruction is necessary and proves growth in secondary learners. According to a study conducted by Graff, Bosman, Hasselman & Verhoeven (2009), “systematic-phonics instruction can be easily implemented…in a meaningful and attractive context,” (p. 332). The study goes on to mention that this “systematic-phonics instruction” showed greater growth than unsystematic-phonics instruction. These students showed a better appreciation for and more independence with reading.

Secondly, while it is important for phonics instruction to be systematic, it is equally important at the secondary level for it to be attractive and engaging for students. The key component is to understand that many of these students will understand that phonics is typically a skill learned in elementary school, so teachers should be aware of the effect this knowledge could have on the students. Teachers can help students be more comfortable learning these skills by integrating technology into the lessons. With my tutoring student, we have done word sorts on the computer using Inspiration software as well as online gaming sites. The student has reported liking the games and said learning the skills was fun this way. Since adolescents are highly technology oriented, this is a great way to get them engaged.

While phonics instruction at the secondary level is unconventional, in some cases, it is mandatory to student success. Phonics should not be overlooked as an integral part of reading decoding and comprehension success, even for older learners. These learners can gain some valuable skills just as easily as beginning readers from structured, direct phonics instruction. The only difference is that teachers may need to be a little more innovative in how they present the information to older learners.


Works Cited
Graaf, S., Bosman, A.M.T., Hasselman, F. & Verhoeven, L. (2009). Benefits of systematic phonics instruction. Scientific Studies of Reading, 13, 318-333.

Kamps, D.M. & Greenwood, C.R. (2005). Formulating secondary-level reading interventions. Journal of Learning Disabilities, 38, 500-509.