Phonics for Reading Overview

Dr. Archer serves as an educational consultant to state departments and school districts on explicit instruction and literacy. She has presented in all...

Program Overview

About the Author

Dr. Anita Archer serves as an educational consultant to state departments and school districts on explicit instruction and literacy. She has presented in all 50 states and many countries, and she is the recipient of 10 awards honoring her contributions to education. Dr. Archer has served on the faculties of three universities: University of Washington, University of Oregon, and San Diego State University and has co-authored numerous curriculum materials.

The Pillars of Phonics for Reading

Four Reasons to Believe It’s Never
Too Late to Crack the Code

Pillar 1

Reading Science That Drives Results

Dr. Archer leverages decades of reading research to deliver systematic and explicit foundational skills instruction for older students who have not yet mastered decoding.

Pillar 2

Phonics Intervention Delivered with Respect

Type size, illustrations, and visual design appeal to older students. Each lesson builds toward reading longer, more developmentally appropriate, decodable text.

Pillar 3

Differentiation Driven by Data

i-Ready data helps educators target older students who need Phonics for Reading. A Placement Test groups students, and formative Check-Ups at the end of each unit monitor progress.

Pillar 4

Simple to Teach, Flexible to Schedule

A flexible lesson structure supports many implementation models. Clear and easy-to-follow lessons can be taught by a wide range of staff, including reading specialists, classroom teachers, and paraprofessionals.

Pillar 1: Reading Science That Drives Results

Reading Science That Drives Results

Dr. Archer leverages decades of research into both the Science of Reading and explicit instruction.

What You Teach

The Science of Reading

Explicit, systematic instruction
Skills progress from simple to complex.
Lessons include clear explanations and consistent routines.
Teacher demonstrates or models.
Students actively participate.
Teacher provides affirmative or corrective feedback.
Lessons include targeted, independent practice

How You Teach It

Explicit, Systematic Instruction

Skills progress from simple to complex.
Lessons include clear explanations and consistent routines.
Teacher demonstrates (i.e., I do).
Students actively participate.
Teacher provides corrective feedback (i.e., We do).
Lessons include targeted, independent practice (i.e., You do).

What They Learn

Fluent, Accurate Reading

Fluent, accurate readers will build more vocabulary, more background knowledge, and more comprehension.

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Pillar 2: Phonics Intervention Delivered with Respect

Decodable Texts That Are Developmentally Appropriate

Phonics for Reading meets your students where they are. Longer, decodable texts—both informational and literary—help students build confidence while engaging with age-appropriate information and sophisticated ideas.

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Texts affirm the range of cultures
and communities in our schools.

Pillar 3: Differentiation Driven by Data

Identify Striving Readers with i-Ready

i-Ready data pairs seamlessly with Phonics for Reading to identify the students who will benefit from intensive phonics intervention.
You can also use other assessments to identify these students.

Look for students in Grades 3 and up scoring below level in Phonics.

Start each student where they will succeed. Phonics for Reading includes a fast-paced, facilitator-administered Placement Test to group your students and start them at the level where they will make the most progress.

Monitor progress. See meaningful results. Frequent Unit Check-Ups in Phonics for Reading identify the students who are ready to move ahead and those who need additional practice.

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Pillar 4: Simple to Teach, Flexible to Schedule

Lesson Structure That Fits Your School Day

Phonics for Reading bridges the Science of Reading with explicit and systematic instruction to provide educators with phonics intervention that works.

Phonics for Reading works with a variety of implementation models,
allowing it to fit seamlessly into your day.

Individual Instruction

Small Group Rotation

Pull-Out Intervention

Summer School

Push-In Intervention

Walk to Read

A Program That Makes Sense for
Your Staff and Schedule

Teach it four to five days a week for 20- to 30-minute or 40- to 60-minute blocks. Lessons follow repeated routines with a clear and easy-to-follow teacher script. This means you can leverage the staff you have available, including classroom teachers, reading specialists, interventionists, paraprofessionals, and more.

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Program Components

Three Levels of Explicit, Systematic Instruction

Some students may only need Level C. Others will need to start at Level A or Level B, depending on their proficiency.

In Level A, students learn:

Short vowels
Double consonants
Blends
Digraphs

In Level B, students learn:

Vowel and consonant combinations
CVCe words
r-Controlled vowels
Word endings

In Level C, students learn:

Vowel and consonant combinations
Minor consonant sounds for c and g
Minor vowel sound combinations
Prefixes and suffixes

At all three levels, students read both single-syllable and multisyllabic words, as well as decodable connected text.

Components Available at Each Level:

Student Book

Fast-paced, intensive lessons build confidence as they build skills. Students can advance through multiple levels in a year.

Teacher Edition

Scripting and routines that can help any educator teach phonics to older students, including a complete scope and sequence, word lists, and guidance for monitoring and adjusting instruction

Digital Resource Library

Tools for differentiation and additional practice, including lesson displays for larger groups or remote lessons and digital versions of the Student Book and Teacher Edition

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