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[[Phonics]] emphasizes the [[alphabetic principle]] – the idea that letters ([[graphemes]]) represent the sounds of speech ([[phonemes]]). It is taught in a variety of ways; some are systematic and others are unsystematic. Unsystematic phonics teaches phonics on a "when needed" basis and in no particular sequence. [[phonics#Systematic phonics|''Systematic'' phonics]] uses a planned, sequential introduction of a set of phonic elements along with ''explicit'' teaching and practice of those elements. The [[National Reading Panel]] (NPR) concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction.
Phonics approaches include analogy phonics, analytic phonics, embedded phonics with mini-lessons, phonics through spelling, and synthetic phonics.<ref name='Neural Representations'>{{cite journal |vauthors=Borowsky R, Esopenko C, Cummine J, Sarty GE |title=Neural representations of visual words and objects: a functional MRI study on the modularity of reading and object processing |journal= Brain Topogr |volume=20 |issue=2 |pages=89–96 |year=2007 |pmid=17929158 |doi=10.1007/s10548-007-0034-1|s2cid=1640138 }}</ref><ref name='Ventral and Dorsal Streams'>{{cite journal |vauthors=Borowsky R, Cummine J, Owen WJ, Friesen CK, Shih F, Sarty GE |title=FMRI of ventral and dorsal processing streams in basic reading processes: insular sensitivity to phonology |journal=Brain Topogr |volume=18 |issue=4 |pages=233–9 |year=2006 |pmid=16845597 |doi=10.1007/s10548-006-0001-2|s2cid=10815942 }}</ref><ref name='Chinese Ventral and Dorsal Streams'>{{cite journal |vauthors=Chan ST, Tang SW, Tang KW, Lee WK, Lo SS, Kwong KK |title=Hierarchical coding of characters in the ventral and dorsal visual streams of Chinese language processing |journal=NeuroImage |volume=48 |issue=2 |pages=423–35 |date = November 2009|pmid=19591947 |doi=10.1016/j.neuroimage.2009.06.078|s2cid=23720865 |hdl=10397/24142 |hdl-access=free }}</ref><ref>{{cite web|url=https://www.psychologicalscience.org/journals/pspi/pdf/pspi22.pdf|title=HOW PSYCHOLOGICAL SCIENCE INFORMS THE TEACHING OF READING, American Psychological Society, VOL. 2, NO. 2, NOVEMBER 2001}}</ref><ref name='Changes Reading Strategies'>{{cite journal |vauthors=Sanabria Díaz G, Torres Mdel R, Iglesias J, etal |title=Changes in reading strategies in school-age children |journal=Span J Psychol |volume=12 |issue=2 |pages=441–53 |date = November 2009|pmid=19899646 |doi=10.1017/S1138741600001827}}</ref>
According to a 2018 review of research related to ''English speaking poor readers'', phonics training is effective for improving literacy-related skills, particularly the fluent reading of words and non-words, and the accurate reading of irregular words.<ref>{{Cite journal|last1=McArthur|first1=Genevieve|last2=Sheehan|first2=Yumi|last3=Badcock|first3=Nicholas A.|last4=Francis|first4=Deanna A.|last5=Wang|first5=Hua-Chen|last6=Kohnen|first6=Saskia|last7=Banales|first7=Erin|last8=Anandakumar|first8=Thushara|last9=Marinus|first9=Eva|last10=Castles|first10=Anne|date=14 November 2018|title=Phonics training for English-speaking poor readers|journal=The Cochrane Database of Systematic Reviews|volume=11|pages=CD009115|doi=10.1002/14651858.CD009115.pub3|issn=1469-493X|pmc=6517252|pmid=30480759}}</ref>
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