- Teach long vowels with silent 'e', magic 'e', before two letter vowel teams (Foorman et al., 2016).
- When vowel teams can represent multiple sounds, start by teaching the most common sound and introduce the different grapheme representations one at a time (Foorman et al., 2016).
- Students need to be able to pronounce the corresponding phoneme, or phonemes, for a particular vowel team in isolation and within the context of a word (Chandler et al., 2024).
- There are three essential components to instruction in vowel teams: explicitly teaching the sound-symbol correspondences, practice reading words with that correspondence in isolation, and reading text with the vowel team embedded throughout (Chandler et al., 2024).
References
Chandler, B. W., Toste, J. R., Hart, E. J., & Kearns, D. M. (2024). Instruction to support word‐level reading skills for adolescent learners with learning disabilities. Journal of Adolescent & Adult Literacy, 68(4), 380–391. https://doi.org/10.1002/jaal.1399
Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.