Increasing use of CMC in students must be embraced by people concerned for their literacy skills, because as a popular and novel form of language, ceasing to ignore its advantages in communication may bring benefits to students. In this paper, outlined are the reasons critics are against the students' us of CMC, followed by arguments for the continued and increased usage of CMC by students. Much of this criticism is based upon instances and experiences of text speak, language commonly used in text messaging, observed in student communication having been amplified by the media’s coverage. Adults concerned with children’s literacy, mainly teachers and parents, are concerned that the language used in texting known as text speak, may transition into formal academic work. Although students do indeed spend greater time using CMC to communicate, users ranging from children to undergraduates are demonstrating the ability to change the content according to social context as seen with many other traditional communication methods.
(NSW Department of Education and Training, 2009a). Coltheart (2005) submits that there is strong scientific evidence which suggests that student reading proficiency is improved significantly when grounded in direct, explicit and systematic phonics instruction. Krashen suggests that solely relying on phonics based approaches in teaching often results in children achieving highly in pronunciation tasks, but struggling in comprehension (as cited in Ewing & Maher, 2014). Given the fundamental purpose of reading is to construct and reconstruct the meaning of a text, (Emmitt, Hormsby & Wilson, 2014) it is suggested that whilst phonics is a foundational element to a reading program, it is most effective when a high level of emphasis is placed on meaning in conjunction with comprehension of text. It is vital that educators apply this theory throughout a variety of literacy tasks when teaching a student to read and that there is full cognisance of the importa... ... middle of paper ... ...in reading than alternative programs that involve unsystematic phonics or no phonics instruction (National Reading Panel, 2000).
This takes me to my other point. Being clear and specific is an important portion of English literature, because our writing can be misunderstood. For example, some words have double meanings and they can decide which word they want. That would change the meaning of the writing. The positive about being clear is that the reader can connect and understand the work u have done.
By exposing learners extensively and implicitly to orthographical, phonological and morphological aspects, influences learners´ ability to learn new words and gain reading fluency. For example, learners without automatic word recognition of a vast vocabulary will not become fluent in reading comprehension if the visual input of orthographic, phonological, semantic, and syntactic aspects is not represented in their lexicon (Grabe, 2009, p. 23). Studies have demonstrated that phonological processing is an essential component of word recognition and contributes considerably to learners´ literacy. However, phonological processing is not only an important contributor, but also a helpful anticipator on whether a learner may encounter difficulties in becoming a fluent reader or not. For example, if learners´ phonological awareness is low, it limits their acquisition of new words (Hu, 2008; Nation, 2001, p. 68), therefore, making it difficult for them to retain words in their phonological short-term memory.
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This type of intervention could be positive in the literacy changes in response to the new media landscape. Though, Hunter should not become dependent on the computer, he should be presented with other methods as to how to help with having dyslexia. Gaudet mentioned “online gives you what you need, nothing more or less.” This may be true, but there could be some important facts in the actual book that he is
Phonics instruction is likely to affect student reading achievement positively when ample time is given during the instructional day and is thematically and practically planned out, Mesmer (2005). Teaching phonics is not the same as teaching reading. Phonics is an adaptable resource, which can be combined with varying literacy instructional programs, Lapp & Flood (1997). In fact phonics is said to be a prerequisite for good readers because it teaches all readers strategies that help them derive meaning from word formation and letter combinations, Freppon & Dahl (1998). Children cannot learn to read without an understanding of phonics.
The use of devices such as similes, metaphors, alliteration, repetition, etc. serve the purpose of improving writing. Not only does a writer’s prose improve when they master the use of literary devices, but his or her brainpower is also improved, thus creating a higher potential for intelligent thoughts. Similarly, a person with the ability to effectively use literary devices will also be able to share their thoughts with the world in a clear and precise manner. Of course, this only works if the person has a firm grasp on their ability to read and write, avoiding bad writing habits.
By improving my writing skills, I will now be able to use writing in my life to achieve great things. Using my knowledge and experience from the past and what I learned in this course, I will be able to do great things in the future. Because English is my second language, English courses would sometimes challenge me, so I would rarely enjoy the class. If teachers did not take in consideration that English is not my first language, they expected something higher from me, sometimes higher than I was able to do. But this did not stop me from wanted to improve my writing skills.
Yet, there is a danger that writing summaries can discourage students from reading so a teacher should be cautious when using them and students should know the reason for it. Krashen (ibidem) also adds that there is no convincing evidence that extensive reading complemented by writing summaries improves writing skills more than extensive reading itself. He believes that 'language acquisition comes from input, not output, from comprehension, not production' (Krashen, ibidem). Nevertheless, combining the reading and writing tasks in the language classroom seems to be beneficial for the students as reading helps them to build their writing competence. On the other hand, it increases learners' ability to think and develops their metacognitive skills (Lems, Miller and Soro, 2010).