Significant studies have been instrumented to delve in mental development correlated in reading skills that construct children’s early reading achievement. These researches present plausible data of an important aspect of letter sound and phonological awareness. Whilst, the findings appears to point that synthetic phonics teach students better in word reading, spelling, and reading comprehension. In the case of synthetic phonics approach revealed a child develops the knowledge how to pronounce unknown printed words by sounding them out and blending the letters. Thus, a systematic approach is essential to beginner readers. While education experts formed viewpoint that analytic phonics method to teach children better at fluency in share rimes …show more content…
Meanwhile, in a preschool environment, the emergent literacy approach is play-based learning focusing children’s interests, such as, singing, dramatic play and shared reading. According to Hill (2006, p. 73) shared reading is an experience which a big or small book is read out to the class where children are encouraged to participate in various ways such as choral reading. Above all these, in a junior primary teaching of reading instruction is to develop skills in recognizing letter sound to word, and reading fluency in a competent manner. Most educators consider the importance of phonics approach, however, as Fisher (2008, p. 8) points out that there are various phonics approaches and all focus on teaching the correlations between phonemes – sound of language, and graphemes - letters. The synthetic phonics, also referred to as explicit phonics, involves learning letter to sound relationships and then the sounds are blended to stress into words. According to Johnston, McGeown, and Watson (2011, p. 1365) that overall, students had better word reading, spelling, and reading comprehension when taught by synthetic phonics. In particular, the boys tend to well in phonological approach to reading than the girls. For this reason, Johnston et al. (2011, p. 1366) suggest a phonic approach would be an advantage to the boys. Similarly, the synthetic phonics method was better for children was supported by the United States of America (US) National Reading Panel (NRP) in the Report and Recommendations for National Inquiry into the teaching of literacy (Australian Government. Department of Education, Science and Training, 2005, p. 32) that children learn to read far better than all other instructions and that inclusive of whole language approach. As an illustration, in Fisher (2008, p. 9) children first learn the sounds for p, a, and t
...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.
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
Kindergarten students spend all year struggling with their phonological awareness skills. A large portion of time should be spent on how to teach children how to rhyme blend sounds, substitute sounds, and recognize onset and rhime. Students should be coming into kindergarten possessing at least the basic phonetic skills of rhyming. These basic skills are lacking when entering the classroom in the fall. Without these essential skills children have a much more difficult time becoming fluent readers. When students lack phonological processing skills children are often times predisposed to reading disabilities (Institute for Education Reform, 1997). These sk...
Like other issues of education, educators and theorists debate and analyze methods of reading instruction. They judge methods and curricula not only by their efficacy but also by their appropriateness and ease. Throughout the history of education these methods and curricula have changed, shifted, and transformed. Currently, though, there are two front-runners in the debate—phonics and whole language. Popular belief is that these curricula are diametrically opposed. Researchers of effective reading instruction assert the opposite, saying that “an artificial, simplistic dichotomy” has no reality in the discussion of phonics and whole language (Dahl & Scharer, 2000, ¶43). The purpose of this research paper is to compare these two seemingly different curricula in the realm of reading instruction, to determine their individual levels of appropriateness, and to decide which, if either, is ultimately more appropriate in the school setting.
The first few years of elementary school are crucial for students to build these skills which contribute to stronger reading and writing. The article which I found difficult to gain information to implement in my classroom was “The Relationship Between Phonological Awareness and Reading: Implications for the Assessment of Phonological Awareness” written by Hogan, Catts, and Little. This article described a study based on how phonological assessment could predict the reading level of students in early school grades. The study administered assessments to kindergarten, second grade, and fourth grade students on phonological awareness, letter identification, word reading, and phonetic decoding. The results of the study showed phonological awareness in kindergarten predicted word reading in second grade, the level of word reading in second grade then predicated the phonological awareness skills in fourth grade. Although this study was interesting and provided valuable information on phonological awareness, I cannot see myself using any of this information within my high school classroom. There is a huge gap between elementary school students and high school student’s development level. Once I have my own classroom and begin to educate student in these area I may find a connection or correlation, however, at this point in time I do
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).
The results reveal some implications to me. First, it suggests that the intervention should not focus narrowly on phonological awareness. More activities, such as learning alphabetic principle or decoding may help readers to transfer the knowledge and get a better learning gain. Second, it may help students to achieve better results by extending training days longer rather than increasing the daily training duration. It is particularly important for me in designing my evaluation study. Others studies suggest that the training must be longer than 4 weeks (8-9 based on Torgesen, 2001). A fewl limitations, however, may reduce the reliability of the results. As mentioned by the authors, the small size and the lack of verbal IQ scores limit the conclusions. The lack of the posttest data makes it difficult to identify the possible long-term learning
There are two main opposing schools of thought on the instruction of literacy. The bottom-up theories has put forward a sub-skills approach which holds that reading is learned at the beginning by manipulating the fundamental components of language, that is, alphabetical letters and words (Riley 2003). On the other hand, the top-down schools of thought propose that seeking out the meaning is the most important objective right from the start of learning how to read. Top-down theories further suggest that guessing and prediction are the main strategies for decoding words (Riley 2003).
When children have a context in which to learn the code system, instruction of phonics is most successful. Children who have been exposed to print during the early child development years have a solid foundation for learning to read. For children lacking this foundation, activities such as listening to stories, shared reading of Big Books, and matching print in nursery rhymes on charts provides them with a context of what reading and writing are and the uses that sound letter knowledge might have.
Literacy acquisition is an important part of the curriculum and students development in early years’ education. Teaching and learning in literacy is complex process, however development of early literacy concepts will give students an advantage and help their overall literacy learning. This essay will examine phonics, considerations to make when deciding what to teach, and what approaches are effective in the teaching of phonics and how students early literacy experiences affect the development of phonics concepts. The Department of Education, Science and Training (2005) states that many teachers are unclear about teaching phonics and use many different methods, which are not based on evidence and research (p. 14). Early literacy, particularly
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
This article explores the benefits of teaching phonics to children and how important it is in several areas. Not only does phonics help with reading, but it also improves skills in word identification, fluency and comprehension, silent and oral reading, and spelling. The article goes into detail on how phonics is crucial as a building block of reading and how the benefits of phonics are related. Without phonics and the connection between letters and sounds, reading cannot happen. Letters need to be taught in relation to their sounds with consideration that many letters have different sounds with certain words. The article mentions how meaningful phonics is and claims “Phonics gives meaning to the medium, the print, while the meanings of the words and the syntax give meaning to the message.” Phonics helps students pronounce and understand new words through their knowledge of letter combinations and sounds. This knowledge allows students the opportunity for problem solving and discovering things independently. The overall goal of teaching phonics is to help readers use their prior knowledge to determine new words for
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
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.
How can what we know about the development of readers inform reading comprehension instruction? Reading instruction typically starts in kindergarten with the alphabetic principle, simple word blending, and sight word recognition. Texts read by early readers usually include very little to comprehend. As children develop reading ability, they are able read more complex texts requiring greater comprehension skills. Separate and explicit instruction in reading comprehension is crucial because the ability to comprehend develops in its own right, independent of word recognition. The ability to read words and sentences is clearly important, but as readers develop, these skills are less and less closely correlated with comprehension abilities. (Aarnoutse & van Leeuwe, 2000) While no one would argue that word blending and sight word reading skills be omitted from early reading instruction, vocabulary and listening comprehension may be at least as important in achieving the even...