Introduction
In this assignment a range of phonics will be mentioned and two of the phonics will be discussed in more detail. The two phonics that will be looked upon are synthetic and analytic. A range of sources will be studied in order to answer the question above. The sources show that synthetic phonics seem to be the most effective in the teaching process in comparison to the analytic.
History of Phonics
Phonics is derived from the roman text, The Doctrine of Littera. It is the systematic teaching of sounds conveyed by letters and groups of letters and includes teaching children to combine and blend these to either read or write words (Stickland, D Page 5), such as “shh”, in order for the children to learn this, they will learn the sound of the letter first and then sound it out in simple words, and in this case will put their finger on their lip, another example can be the word ‘cat’, it can be read from its three sounds: c-a-t which then represents a phoneme. Therefore phonics should be taught as needed, within the context of learning how to read and write and teachers should ensure that the children are familiar with the phonic patterns, the teachers must also ensure that they teach phonics using the right method as it can be taught in various ways. Phonics is the sound of the 26 letters or alphabets and the letter group sounds they represent. All phonics helps the learner focus on the relationship between sounds as symbols as an important strategy for word recognition. Overall effective phonics incorporates phonic awareness, provides sufficient practice in reading words and leads to word recognition.
There are several types of phonic approaches, including analogy based, embedded, synthe...
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... The government’s policy was clear and suggested that phonics should be taught and in order to do this it was ensured that the teachers must have the knowledge in order to carry out the task therefore phonics was taught in infant classes, using jolly phonics as a basis.
John Stannard, the former director says that ‘if you have a child sounding out a word it helps if they know what the word means’. While experts debated the best method of teaching reading, teachers remain the key to the strategy’s success. Ofsted reports have suggested that literacy teaching is not good enough, this may be due to the fact that their might be confusion about that changed that have already been made to the strategies. Stannard states that many teachers are too slow in teaching and that they should by the end of year one, be getting though the whole of the basic code.
Practicing Systematic Synthetic Phonics helps to develop early reading in a number of different ways; Ehri (1988) suggested that there were four main ways in which a reader might recognise an unknown w...
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
Phonemic Awareness and Alphabetic Principle in addition to Phonics and Decoding Skills provide students with early skills of understanding letters and words in order to build their reading and writing skills. Students will need to recognize how letters make a sound in order to form a word. While each word has a different meaning to be to format sentences. While reading strategies for Reading Assessment and Instruction, I was able to find three strategies for Phonemic Awareness and three strategies for Alphabetic Principles which will provide advantage for the student in my research and classroom settings.
The FLaRE (Florida Literacy and Reading Excellence) Center has published a professional paper entitled “Phonemic Awareness” of which I will be presenting a critical review. Phonemic awareness is one of the five essential components of reading identified by the National reading Panel (Learning Point Associates, 2004). Phonemic awareness can be defined as a person’s understanding that each word we speak is comprised of individual sounds called phonemes and that these sounds can be blended to form different words (Learning Point Associates, 2004). The article was intended to give a synopsis of phonemic awareness and the vital role it plays in a literacy program. I found the article to be very clear and concise presenting valuable tactics that can be applied in the classroom.
One strategy teachers can use to help students develop their speaking and listening skills is to teach the students simple rhymes. Reading simple nursery rhymes or short poems help increase a child phonological awareness. “Children who have been involved in early rhyming activities such as nursery rhymes are often more successful in reading later on” (Beaty, 2009, p. 23).
Wyse, D. and Goswami, U. (2008) Synthetic phonics and the teaching of reading, British Educational Research Journal, 34 (6), pp.691-710
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
...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.
Next, we shall evaluate the key features of language which are; communicative, arbitrary, structured, generative, and dynamic. Communicative, language can allow one to interact with another. According to Willingham (2007), the bond found with the elements in language and what they mean is arbitrary. The way language is set up shows how the symbols are not arbitrary. The set up language shows precisely how intricate it can be. Generative, one is able to build countless number of meanings from words. Dynamic, language never stays the same, therefore it can be known as sporadic. According to Willingham (2007), changes are being made all the time as new words get added and as the ways of grammar change. These elements can be quite critical when it comes to language.
These skills are an important core separating normal and disabled readers. According to Hill (2006, p.134), phonemic awareness is a skill that focus’ on the small units of sound that affect meaning in words. For example, the following phoneme has three syllables, /c/, /a/ and /n/. These letters make three different small units of sound that can impact the meaning of words. Seely Flint, Kitson and Lowe (2014, p. 191), note that even the Australian Curriculum recognises the importance of phonemic awareness in the Foundation year, due to the ‘sound and knowledge’ sub-strand. This sub strand recognises syllables, rhymes and sound (phonemes) in spoken language. Rich discussions about topics of interest to children as well as putting attention to the sounds of language can help encourage phonemic awareness as well as improve students vocabulary and comprehension development. It is important to make awareness of phonemes engaging and interesting in preschool and in the early years so children can learn these skills early and become successful
Consequently, usually around the sixth month, the infant begins to babble. A large variety of sounds are produced in this period, many of them do not considered occur in the language of the household. During this period, children are learning to distinguish between the sound that are part of their language, and the one which does not. In the stage of babbling, children are learnt to maintain the correct sounds and suppressed the one which are incorrect.
Fromkin, V., Rodman, R., & Hyams, N. (2003). An introduction to language (7th ed.). Boston: Heinle.
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
“The single most important activity for building knowledge for their eventual success in reading is reading aloud to children,” a report from 1985 by the commission