Small Group Reading Instruction: Activities for Teaching Phonemic Awareness, the Alphabetic Principle, and Phonics in a Tier 2 Setting Explicit and systematic instruction in phonemic awareness, the alphabetic principle, and phonics are critical for children who are struggling to read words. Further, it is the responsibility of the speech-language pathologist (SLP) to provide intervention for students that present with written language difficulties including those who have not yet been ... Article
Article  |   August 01, 2017
Small Group Reading Instruction: Activities for Teaching Phonemic Awareness, the Alphabetic Principle, and Phonics in a Tier 2 Setting
Author Affiliations & Notes
  • Victoria S. Henbest
    Doctoral Student, Department of Communication Sciences and Disorders, University of South Carolina, Columbia, SC
  • Disclosures
    Disclosures ×
  • Financial: Victoria S. Henbest has no relevant financial interests to disclose.
    Financial: Victoria S. Henbest has no relevant financial interests to disclose.×
  • Nonfinancial: Victoria S. Henbest has no relevant nonfinancial interests to disclose.
    Nonfinancial: Victoria S. Henbest has no relevant nonfinancial interests to disclose.×
Article Information
Development / Speech, Voice & Prosody / Part 2
Article   |   August 01, 2017
Small Group Reading Instruction: Activities for Teaching Phonemic Awareness, the Alphabetic Principle, and Phonics in a Tier 2 Setting
Perspectives of the ASHA Special Interest Groups, August 2017, Vol. 2, 78-85. doi:10.1044/persp2.SIG1.78
History: Received February 2, 2017 , Revised May 15, 2017 , Accepted May 30, 2017
Perspectives of the ASHA Special Interest Groups, August 2017, Vol. 2, 78-85. doi:10.1044/persp2.SIG1.78
History: Received February 2, 2017; Revised May 15, 2017; Accepted May 30, 2017

Explicit and systematic instruction in phonemic awareness, the alphabetic principle, and phonics are critical for children who are struggling to read words. Further, it is the responsibility of the speech-language pathologist (SLP) to provide intervention for students that present with written language difficulties including those who have not yet been identified as having a disability. This paper serves as a guide for SLPs who aim to improve the word reading skills of young elementary-age students in a small group setting, characteristic of Tier 2 in a Response to Intervention (RTI) framework. First, phonemic awareness, the alphabetic principle, and phonics are defined and their critical roles for success with early word reading are discussed. Next, examples of activities addressing each of these skills are provided including the rationale for each activity, required materials, and additional considerations and/or modifications for students with varying skill levels. The paper concludes with further important considerations when addressing the word reading skills of young struggling readers.

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