The Correct Order to Teach Phonics (And Why Order Matters)

Many parents are surprised to learn that what is taught in phonics matters less than the order in which it’s taught—especially for children with dyslexia.

When phonics instruction follows a clear, research-based sequence, children build reading skills that last. When instruction jumps around or moves too quickly, many students—particularly dyslexic readers—become confused, frustrated, and stuck.

Understanding the correct order to teach phonics helps families recognize whether instruction is truly effective.

Why Phonics Order Matters

Reading is not a natural process. Unlike spoken language, the brain must be explicitly taught how to connect sounds to letters and blend them into words.

For dyslexic learners, this is even more critical. Their brains need:

• Clear patterns

• Consistent structure

• Enough practice at each step before moving on

When phonics skills are introduced out of sequence, students may appear to “know” skills—but cannot apply them reliably in real reading.

The Problem With Random or Fast-Moving Phonics Instruction

Many classroom programs:

• Introduce multiple phonics patterns at once

• Move on based on pacing guides rather than mastery

• Expect children to infer rules independently

• Rely on memorization when decoding breaks down

This often leads to:

• Guessing instead of decoding

• Inconsistent reading accuracy

• Strong performance in practice, but weak transfer to books

• Plateauing progress by 2nd or 3rd grade

For dyslexic readers, order is not optional—it’s essential.

The Research-Based Order to Teach Phonics

Structured Literacy approaches, including Slingerland, follow a deliberate progression that builds from simple to complex.

1. Closed Syllables (CVC Words)

Instruction begins with simple, phonetic words such as:

• cat, sit, hop, mud

This stage teaches students that:

• Short vowels occur in closed syllables

• Letters represent specific sounds

• Words can be blended and segmented predictably

This is the foundation everything else depends on.

2. Common Phonograms and Consonant Patterns

Once basic decoding is secure, instruction expands to include:

• Consonant blends (stop, flag)

• Digraphs (ship, chat)

• Common spelling patterns

Students learn that English spelling follows patterns—not guesses.

3. Silent-E (VCe) Syllables

Next, students learn how final silent-e changes vowel sounds:

• cap → cape

• rid → ride

This step is crucial and often rushed. Without mastery here, students struggle with both reading and spelling.

4. Mixed Review and Discrimination

Before moving on, students must learn to discriminate between:

• Short vs. long vowels

• Closed vs. open syllables

• Similar-looking word patterns

This stage prevents guessing and builds accuracy.

5. Two-Syllable Words (Closed & Open)

Only after one-syllable patterns are solid do students move into:

• Two-syllable closed words (rabbit)

• Open syllables (music, human)

Students learn how syllables work—not just individual words.

6. Multisyllabic Words With Affixes

Later instruction includes:

• Prefixes and suffixes

• Final stable syllables

• Morphology and meaning

By this stage, students have the tools to decode longer academic words independently.

Why Dyslexic Readers Need This Exact Sequence

Dyslexic students often:

• Appear to understand a rule but apply it inconsistently

• Memorize words without truly reading them

• Struggle most as words get longer

A structured phonics sequence:

• Reduces cognitive overload

• Builds true decoding ability

• Creates confidence through mastery

• Prevents gaps that show up later as reading difficulty

Skipping steps doesn’t speed things up—it slows progress long-term.

What Parents Should Look For in Phonics Instruction

If your child is struggling, ask:

• Is phonics taught explicitly and systematically?

• Does instruction follow a clear sequence?

• Is mastery required before moving on?

• Are guessing strategies discouraged?

• Are decoding and spelling taught intentionally?

If instruction feels scattered, your child may not be getting the structure they need.

Phonics Instruction in Lafayette and the East Bay

At Lamorinda Reads, we work with families in Lafayette, Moraga, Orinda, and across the East Bay whose children need a more effective approach to reading.

Using the Slingerland Approach to Structured Literacy, phonics instruction is:

• Explicit and systematic

• Mastery-based rather than pace-based

• Multisensory and individualized

• Carefully sequenced to support dyslexic learners

Order matters—because confidence and independence depend on it.