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Some people claim that teaching phonics is confusing because it is an extra step that students go through while learning to read.  Learning phonics is an extra step, but it is necessary because it teaches decoding.  If you teach reading without decoding, students will have problems. You will find that decoding is the process of teaching phonics along with regular spelling.
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Some students can learn to read without the extra step of learning phonics. On the other hand, some students cannot learn to read well without taking the extra step. It is too costly in time and money to wait around and see which student will need phonics and which one will not need it.
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When children learn phonics, they will be able to sound out any word in their active vocabulary and continue reading.  If they do not know phonics , they will be stopped by words that have irregular spelling (eight, sleigh, phony, edge, xylophone).
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It is best to teach phonics because it helps children translate abstract written text. Also, children quickly recover from any confusion caused in the initial stages of learning phonics.  When they learn phonics, they become proficient in both of the English languages, written and spoken.

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Si.un.tist be.lev spo.kun wurdz lik “car” ar not just hurd and un.dur.stood, but tha ar pro.sesd bi the bran, hwich turnz the soundz into rek.og.niz.u.bul wurdz. The bran re.sevz the word az a blend ov soundz, k-a-r, and links them too an im.ij that iz un.der.stood too be a “car.” In sum chil.drun, the bran haz no pro.blum pro.ses.ing this tip ov in.for.ma.shun. Hou.ev.er, in men.e o.thurz, this skil iz lurnd with much tran.ing and must be tot di.rekt.le, ek.spli.sit.le, and bi wel-trand tech.erz.
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The de.vel.up.ment ov er.le red.ing skilz such az fon.ikz, spel.ing, and vo.ka.byu.la.re, ar neded too help a child e.stab.lish a red.ing found.at.shun. Hwen chil.drun ar red too door.ing thir pre.skool yirz, tha lurn thir let.ers, num.bers, and kre.at a vo.ka.byu.la.re ov ko.mun wurdz. This helps them un.der.stand the kon.seps ov red.ing print at an er.le aj.
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Chil.drun hoo hav dif.u.kul.te un.dur.stand.ing that spok.un wurdz ar kum.pozd ov in.di.vij.u.wul soundz kan be tot too red with fon.ikz. Hou.ev.er, tech.urz must un.der.stand the stoo.dunts and the les.unz.
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For stoo.dunts hoo hav sur.ver lurn.ing dis.u.bil.u.tez, fon.ikz trans.la.shun iz nun-ne.gosh.u.bul. Tha must mas.tur and kon.stun.le uz thez skilz too lurn too red, too spel, and too in.kres thir vo.kab.yu.la.re.
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Sins it iz dif.u.kult too de.tur.mun hwich child wil hav prob.lumz trans.la.ting wurdz frum sim.bulz too spech, it iz a good i.de.u too start tech.ing the fu.net.ik al.fu.bet too al stoo.dunts er.le in lif. Tha kan start lurn.ing in pre.skool.
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By the tim chil.drun start too red on thir on, tha wil be re.de too lurn red.ing kom.pre.hen.shun skilz. Tha kan lurn kom.pre.hen.shun bi stu.de.ing vo.kab.yu.la.re, spel.ing, gra.mer, and o.thur langwij skilz. Al ov thes skilz, in.klood.ing fon.ikz, kan be tot with spe.si.fik golz too im.proov li.tu.ru.se.
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Men.e ov the pep.ul hoo hav tru.bul trans.lat.ing wurdz frum thir ritn form too thir spo.kun form, hav tru.bul lurn.ing too rit or tha hav tru.bul lurn.ing too form sen.tun.sez. Tha al.so ned too lurn too rek.og.niz si.lunt let.urs, sil.u.bulz, roots, pre.fik.sez, and su.fik.sez.
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Ev.re.wun a.grez that er.le in.ter.ven.shun iz the most e.fek.tiv me.zur for red.ing im.proov.ment. Re.serch.erz think chil.drun be.twen the a.jez ov fiv and at ar at the best aj for lurn.ing red.ing skilz. Ther.for, pa.runs kan start tech.ing fon.ikz be.for pre.skool.
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Fon.ikz and mul.ti-sen.su.re lurn.ing tek.neks ar best for tech.ing ba.sik red.ing skilz in.klood.ing the al.fu.bet, vouz, and kon.su.nus. Chil.drun lurn fas.tur hwen tha kan uz mor than wun sens in the lurn.ing pro.ses, so uz.ing jes.churz and an.u.ma.shun hwen tech.ing red.ing wil help sped up the pro.ses
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