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Literature review on teaching phonics
Literature review on the importance of phonics
Literature review on the importance of phonics
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Everyone seems to be in agreement that phonics is an important element in teaching a student to read. In the article, What We Know About How to Teach Phonics by Patricia M. Cunningham and James W. Cunningham, they discuss what is known about teaching phonics. Then, the authors give some suggestions that would benefit both teacher and student in regards to phonics as well. In response to what we already know, students need cognitive clarity with anything they are learning. Basically, they need to know the end goal and what they are going to do to get there. Next, students should always be engaged in the material that is presented to them. This way they are fully interested in learning. Third, material needs to be multi-level to meet the needs
Doctor Morgan of Sussex, England, published the first case of what is now known as dyslexia in 1896. Dr. Morgan wrote about Percy F, a 14-year-old boy who was intelligent, bright, quick with learning games, and the intellectual equal of his peers. He fell behind, however, in his inability to learn how to read. Today, as in 1896, most people associate intelligence with the ability to read, but Percy F and the experience of millions of people with dyslexia breaks down the relationship between reading and intelligence (1). But, researchers were left with the question, "What causes dyslexia if intelligence is not the marker?
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
Over seven million people just in the US have some sort of speech disorder. Just think about how many it is around the world! There are many different types of speech disorders, such as: stuttering, lisping and, mumbling, to name a few. Many of these disorders become noticeable during early childhood, however, this is not the only time a speech disorder may occur. Many people that suffer from strokes or other traumatic accidents encounter struggles with speech through their recovery. Those who struggle with speaking after an accident, though, have more access to treatments than children that are born with speech impediments. The treatments that are most known for children include: phonology, semantics, syntax, and pragmatics. There are speech
This article provides the rationale for introducing a phonics screening check in Australian schools, detailed explanations of its development, implementation, and result in English schools, and also recommendations for a phonic screening in Australia. Furthermore, the author has attempted to research and document a method that is believed can improve Australian children literacy level and their reading ability not only nationally but also internationally. By implementing the Year 1 Phonics Screening Check and demonstrate how systematic phonics is being taught across the country and in individual schools, it is believed that it can improve teaching methods. The article makes an exceptional initiation to implement new education policy scheme in Australia. Despite there was a lot of research in this teaching method, seeing the result and evaluation in the implantation in Australia will add new knowledge on this
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Another aspect needing to be considered is that to be effective, the program must go closely together with high quality teaching. If the phonics program is of high quality, but is not taught properly, it is most likely to be just as ineffective as a well taught low-quality program. If proper monitoring is not in place to make sure adequate learning outcomes are governing the quality of the given program being taught, there is little use for phonics education
Phonological awareness and phonics are closely connected in teaching young children, firstly we need to understand what phonics is. Phonics is a method of the teaching smallest unit of sound in the English language, not only repressed by one letter but also between patterns and sound-letter relationship. Phonics is the sound that
The five key elements are one, Phonemic Awareness. This is when a teacher helps children to learn how to manipulate sounds in our language and this helps children to learn how to read. Phonemic Awareness can help to improve a student’s reading, and spelling. With this type of training the effects on a child’s reading will last long after training is over. The second key is Phonics. Phonics has many positive benefits for children in elementary schools from kindergarten up to the sixth grade level. Phonics helps children who struggle with learning how to read by teaching them how to spell, comprehend what they are reading, and by showing them how to decode words. The third key is Vocabulary. Vocabulary is important when children are learning how to comprehend what they are reading. Showing children, the same vocabulary words by using repetition will help them to remember the words. The fourth key is comprehension. Comprehension is when a child’s understanding of comprehension is improved when teachers use different techniques such as generating questions, answering questions, and summarizing what they are
...d phonics method for teaching how to read. The phonics method prepares the children to spell and pronounce limitless words correctly thus allowing them to read texts of varying levels. The whole language approach enables them to make meaning of texts without having to memorize a limited vocabulary. Students who undergo such a process of learning to read are able to read fluently and comprehend texts. This methodology is eclectic also in the sense that it focuses on children’s efforts to make meaning and not on their errors. The child is helped at every stage to improve giving every one the chance to work towards their problems and finally gain mastery over the reading-writing skills. The PSS approach also effectively implements the recommendations made in the NCF 2005 for improving reading-writing competence of school going children irrespective of their background.
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
First, I would like say I would rather call it the five aspects of reading, instead of the five aspects of phonics, since reading is such a complex cognitive task that all children must learn to master in order to be successful in all core subjects. I think many children would say learning to read is “hard”. It all aspects that is very true. Learning the rules of the English language is a quite complicated task. English has some many rules and sometimes those rules contradict each other. Why do we place letters in words if it doesn’t add meaning or sound? Why can I sound out some words and not others (sight words). These were many questions I asked my own teachers when I was learning how to read. Why is there a “k” in knife, that makes no sense
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
There are several methods that I would teach to a beginning reader. I would make sure the beginning reader knows the alphabet and the sound made by each letter. First, I would focus on the letters in their name. I think it is important to start with their name and then I would introduce “mom” or “dad. Second, I would introduce uppercase and lowercase letters. I would connect objects with words. I think it is important because reading involves creating meaning by combining words, pictures and prior knowledge, beginning readers rely on illustrations when reading. Third, I would teach phonemic awareness. I will give explicit instruction in listening and analyzing oral language. I can teach this by using games and exercises of how speech is made up of words and words made up of sounds. Fourth, I would teach phonics. I will give explicit and systematic instruction in the sound and symbol correspondences of letters and letter groups. Finally,
In this course we study both phonetics and phonology. Phonetics to improve the way we should spell the sounds, and in order to spell the correct sounds we should learn how to listen accurately. It’s also known as the study of language which contains 44 sounds and 26 letters. Phonology is to study the rules for combining phonemes and what happened due to this combination. Phonetics contains consonant, vowels & diphthongs. It’s also used in language and linguistics rules that specify how the phonemes are organized into syllables, words, and sentences to
Phonology, teaches students about the letter sounds and about the relationship, between letters and combinations of letters, and their sounds. There are twenty six letters in the English alphabet, but, 46 sounds. Most written by combining letters in different ways. In schools, throughout the English speaking world, phonics is used to help students learn to read and spell quickly. By learning the relationship between the letters and their respective sounds, the children use these skills to work out how to read and pronounce the words they see. “It also helps them to guess how to spell and read words. This greatly increases the speed of learning. The focus on identifying sounds also helps English learners with pronunciation and listening skills” (Jenkins, 2011). Not all words in English follow the phonics rules? This is one reason why English is considered to be a difficult language to learn. If it was a phonetic language it would be much easier to learn.