Many other children are not so fortunate. Many children will also need help learning to use everything they know to make sense of print. But it also inclu des strategies like thinking about what the text is saying and predicting, at least in general terms, what might come next. It includes noticing when what's read is not making sense, and using various means to get words and meanings. Some children lose track of the fact that reading is supposed to make sense.
Many children have difficulty learning phonics, especially when it is taught first and in isolation.
They do better when phonics is taught in the context of their own reading and writing. Such chunks are ones the children have encountered in familiar print words. Some recent research studies suggest, in fact, that knowing a lot of print words prom otes phonics knowledge and use better than instruction in phonics does. Research shows that children who receive intensive systematic phonics instruction get off to a better start as readers. Some summarizers of experimental classroom research before 1967 concluded that children taught phonics systematically rather than incidentally did better on standardized reading tests in the primary grades.