Discuss how important you think each of the following factors may be
in helping children learn to read and write.
There are many different ways and techniques used to help children
learn to read and write. Each of these approaches has different
advantages and some are more effective than the others. This essay
will discuss these different approaches and how important they are in
helping children to learn to read and write. Some of the approaches
that will be discussed are the phonics approach, reading schemes and
positive reinforcement.
The phonics approach involves using actions and sounds to help
children read and learn the relationships between sounds and letters.
For example teachers use repetition of the letter sounds and arm
movements to help children spell out words. The use of repetition
would make it easier for the child to remember the sounds, for example
if the teacher were to repeat the sound of the letter “a”, the
children would repeat this and would have it locked in their memories,
which in turn would make it easier for them to read or write the
le...
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
...dren developing early reading. As the guidance which comes with the Primary National Strategy framework states, schools “put in place a systematic, discrete programme as the key means for teaching high-quality phonic work” (DfES & PNS, 2006, p. 7). By teaching children to decode it helps them to develop their early reading and sets them up with skills to tackle almost any unknown word. There are many programmes which school choose to follow such as the government provided ‘Letters and Sounds’ or other schemes such as ‘Jolly Phonics’ or ‘Read Write Inc.’. Though there are many different companies’ schools can choose to follow the breakdown of how phonics should be taught is the same in all: phonics should prepare children to be able to decode any word they come across and teach itself in a multisensory way, one that interests the children and helps them to learn.
... to two different ways a child is taught to read, phonics and whole language. Phonics includes teaching reading to children by requiring them to learn the sounds of each letter before they begin to decipher simple words (Berger, 303). Whole-language teaches reading by encouraging children to develop talking, listening, reading, and writing in learning communication (Berger, 303). I remember learning how to read and how hard it was. I can recall being given a question in first grade, where we had to read about a certain situation. My said something like the firefighters just arrived on the fire truck. What will they do next? I answered that they would sit down and eat a peanut butter and jelly sandwich. I remember my teacher talking to me about my answer because I couldn’t read.
Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read.
The history of the use of phonics dates back to the 1700’s. Backs then, children were taught to read through their memorization of the twenty-six-letter alphabet. Since many books hadn’t been written, their primary textbook was the Bible. Although there is no accounts for when whole language originated some believe that it was around the same time as phonics. The whole language reading method was widespread for thirty years, from around 1940 to 1970. From around 1970 to 1990, phonics was popular. Whole Language gained the most recent foothold around 1990. (Stahl 1996) Several times they have gone back and forth. The debate over whole language and phonics has gone on for years. Which way is best in teaching children how to read? The education world has been debating this issue for years and there still are no exact answers. In more recent year’s instruction specialist have argued that some sort of middle ground should be reached because it would give children the benefits of both. (Cromwell 1997) Some form of middle ground needs to be obtained if children’s needs are going to be met.
There are numerous ways to teach a child how to read. Yet most of the methods can be divided in two groups; the whole-language approach or phonics. There has been and still is a major debate about which method is best. The method that is the best strategy to teach children ages six-ten to read is phonics. Phonics teaches people to read by linking sounds with letters or groups of letters in an alphabetic writing system. Phonics helps to improve a learner’s sense of phonemic awareness; the ability to hear, identify, and the use of phonemes; the simplest sound a letter makes. The main objective of phonics is to assist beginning readers how to identify new written words by blending the sound-spelling patter...
Whichever way you learned to read, chances are you never knew what the terms “phonics” or “whole language” meant. However, these are the terms that are at opposite ends of an on-going debate over the best way to teach children how to read. “Simply stated, supporters of the whole language approach think children's literature, writing activities, and communication activities can be used across the curriculum to teach reading; backers of phonics instruction insist that a direct, sequential mode of teaching enables students to master reading in an organized way” (Cromwell, 1997).
Every year there are more and more children born with Autism Spectrum Disorders (ASD) and there is more of a need for accommodation for their needs. “The future will likely present teachers with even more students with learning disabilities” (Gerstle and Walsh 35). With these numbers increasing, it is important for teachers and the people around them to understand their struggles and needs. Children and adults with ASD struggle in many areas. They have difficulties taking on daily activities that most people take for granted. There are variations in the severity of these disorders. Some people are very high functioning and have little to no problem performing daily activities, as well as completing complex ones. However, many people with ASD suffer from severe forms of the disorder and cannot care for themselves. No matter the severity, people with autism get support and some form of education, whether it be to care for themselves, or to become educated and eventually contribute to society. Those with moderate to high functioning ASD go to school and some eventually go on to further their education. Despite the struggles specific to each person, they can still be taught effective writing skills. To teach these individuals proper writing skills, it is crucial for educators to understand them and know how to teach them. There are many methods of teaching for educators to use to fit the specific needs of their students. Children and adults with autism spectrum disorders can still be taught effective writing skills through understanding and cooperation of teachers, proven methods of teaching and continuous support.
Children who have been introduced to storybook and complex oral language often learn to read and write much quicker. It is important for children to have knowledge of the critical elements which promote these early reading and writing skills (Effective Elements of Early Literacy, n.d.). These elements include: awareness of print, relationship of print to oral language, understanding the structure of texts, letter knowledge, ability to use decontextualized oral language, and phonological awareness. Awareness of print is critical because it is one of the first steps toward later reading and writing (Effective Elements of Early Literacy, n.d.). Awareness of print starts early in a child’s left because children begin noticing signs, symbols, and labels at a young age. Having a relationship of print to oral language is the second key to reading and writing because young children begin to learn the similarities of oral language and print (Effective Elements of Early Literacy, n.d.). Understanding the structure of text is the third key because certain structural elements, such as temporal markers, are features that remain consistent (Effective Elements of Early Literacy, n.d.). Letter knowledge is another critical element because one of the beginning reader’s biggest responsibilities is to figure out how our alphabetic language works (Wood & McLemore, 2001). Decontextualized language is important because it helps
In order for students to see themselves as reader, the students will work with various aspects of reading instruction. These four informative formats, word recognition, directions cards, picture/phrase cards, and story book, students are exposed to a specific set of words in a errorless situation in order to develop the phonemic awareness skills needed to become a successful
The article I chose to write about is The Essentials of Early Literacy Instructions. I chose this article because I think it is something that future teacher should read before teaching a child how to read.
Imagine waking up every morning dreading going to school and doing homework. No, it is not just because they are teenagers. This is the frustration thousands of high school students face daily because of the inability to understand words. Many high school students are affected by the significant problem of reading learning disabilities; therefore, in order to effectively address this issue, the nature and level of each student’s needs must be evaluated. Upon researching the wide range of strategies and interventions used in education for such students, it is apparent that the educator who applies the strategy is more important than the choice of which strategy is chosen.
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
In this paper, I will analyze reading strategies for the content area of language arts in a fifth grade class. Reading comprehension is one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter, whether it’s science, math, or social studies as well as everyday living skills. The content areas typically included disciplines like science, social studies/history and math, but any area outside of English literature instruction constitutes a content area. The reading associated with content area courses reflects not only the concepts and ideas important to these subjects, but also the text structures used by those practicing the field.
Historical Context Analysis on “Learning to Read and Write” Unlike any other African American, “Frederick Augustus Washington Bailey” known as, Frederick Douglass who wrote “Learning to Read and Write” was well ahead of most slaves due to his given opportunity, but the gift of reading and writing that was bestowed unto him by a kindhearted woman at one time became tormenting. Douglass was born in the month of February in year 1818 which the day is unknown. He lived with his grandmother and aunty in Talbot County, Maryland after only seeing his mother a few times before she passed and unknowing his white father. Douglass was later sent to Master Hugh Aulds at age six; where he learned to read and write by the Master’s wife Sophia.