The purpose of phonics instruction (instruction that builds students’ knowledge of letter–sound relationships) is to support students’ reading and writing. Phonics instruction is not an end in itself.
When phonics instruction is linked to children’s reading and writing, they are more likely to become strategic and independent in their use of phonics than when phonics instruction is drilled and practised in isolation. Phonics knowledge is critical but not sufficient to support growing independence in reading.
International Reading Association, 1997
There is no need to teach students every combination of letters and sounds that they are likely to come across. As students become more aware of the sounds and patterns of language through many reading and writing experiences, they learn to transfer their understandings to further reading and writing. They become ready to learn some spelling rules and to recognise that there are some words in English that do not seem to conform to any rules! Some students will relish exploring the intricacies of English, while others may find its irregularities confusing and need very clear and focused teaching in meaningful reading and writing contexts.
Note that students who speak languages other than English may have to contend with differences between the sound systems of English and those of their first language. For example, in Māori and many Pasifika languages, there is no difference between the sounds represented by “b” and “p” or “d” and “t”. (For further information, see Learning through Talk, page 21.)