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Literature review on teaching phonics
Literature review on teaching phonics
Importance of phonics instruction approach
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Basal readers approach was designed during the 19th century, it emphasize phonics and contains stories with controlled vocabulary. They are grade leveled series of textbooks produced by an educational publisher which focus on teaching reading either by a code-emphasis approach or a meaning-emphasis approach. These types of series will often have accompanying spelling programs, flash cards and sentence strips to go with them. Over the past decade and a half, many teachers have moved away from using basal readers. Teachers used guided reading as its core and incorporating all types of books to include language in lessons throughout the curriculum. Basal reading programs do have some advantages over other programs, with the advantages there also …show more content…
They believed that there were also boundaries to the program, such as readability of the text, the stories often seemed vary widely in grade level within a reader. The students had tended to be placed into reading levels in which were either too difficult or too easy for them. In 1986, an estimated 98% of teachers in the United States used a basal series (Flood & Lapp, 1986). It was than revealed that many teachers began to use the program as a source, instead of a guide towards their teaching. Often, teachers are required by the state, district, or county to utilize a particular basal reader series, with standardized tests assessing the skills incorporated therein. In addition, teachers may feel that skills instruction is too important to be left untaught. Furthermore, teachers may have neither the time nor the expertise to develop a curriculum of lessons and activities for use with trade books, which is why the basal approach is a positive use towards new …show more content…
In this approach there are well organized instruction of skills or strategies supplements, rather than precedes, the acquisition of reading or writing skills within the context of children's literature (Walmsley & Walp, 1990). By teachers integrating reading, writing, listening, and speaking skills to children's literature, the teacher can establish meaningful relationships between concepts and be able to increase the way students developmental on making meaning. Basal readers, language textbooks, worksheets and teachers' manuals contain the curriculum and lessons are sequenced. Each lesson is developed towards a specific skill; the teacher transmits information, with children assuming a reflexive role in their learning. Reading and the language arts are also taught but separately from other content areas. Children are also being assessed by objective measurements, such as standardized and teacher made
Informal reading inventories will be efficient for direct observing and recording aspects of students reading skills....
Long-Term Trends in Student Reading Performance. Jan. 1, 1998. Web. The Web. The Web.
Slavin, R. E., Lake, C., Davis, S., & Maden, N. A. (2012). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Best Evidence Encyclopedia.
This detailed text provides an understanding of reading and writing through detailed case studies, reflective questioning and further reading; in addition to links with the Early Years Curriculum (EYFS)(DCSF, 2008) provide informative information accessible to both practitioner and parent. As pointed out by the authors, literacy relates to fifty % of the early learning goals, therefore highlights the importance by the practitioner to make the acquisition of literacy exciting and meaningful through a multitude of role play scenarios, stories, rhymes and oral language, thus providing opportunities for the child to put life experiences of literacy into context, while scaffolding existing knowledge.
The Reading Strategies Book, by Jennifer Serravallo, is a tool that offers support to teachers in their planning and execution of literacy lessons situated within a larger curricula area. According to Jennifer, “the goal-oriented chapters address a plethora of strategies that can be taught in all genres, grades, and content areas, and they are differentiated for the teacher by clear descriptions that assist them in selecting the most apt and applicable lessons.” This resource provides teachers with an “Everything guide to developing skilled readers,” (Serravallo, 2015). Throughout this book, Jennifer introduced about 300 strategies that can be used in the form of lessons that are accompanied by teaching tips, lesson language, and supportive
Literature is a key component when speaking of literacy. Teachers need to provide students with endless amounts of practice experiences in reading to build their fluency rate. This should be done with different genres of texts and different levels. Reading a wide variety of literature help children develop rich vocabularies.
An Informal Reading Inventory is a great tool for teachers to use with their students to assess multiple concepts. One purpose of the IRI is to monitor the growth of a student’s word recognition, oral reading, and comprehension to determine the reading level of independent, instructional, and frustration. The frustration level is when the passage is too hard for the student even with help from the teacher. Instructional reading level is when a student can read the text with the assistance from a teacher, parent, or peer. Independent means that the student can read the passage alone with no outside help. When teachers administer these tests they can pick the level of the passage given and use the results to help decide how to further instruct
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
Mrs. Hamm discussed that she actually uses three different programs to help teach language and literacy to her students. The first program, which is actually her favorite of the three programs, is called “Read Aloud Library”, the second program is called “Language for Learning” and the third program is called “Reading Mastery”. Mrs. Hamm discussed the programs as being very helpful tools in helping children develop their reading skills. Mrs. Hamm integrates literacy in her classroom in many different ways. In the different programs, the students read one book together in which they work on for the week by breaking down the chapters so that children can retell the story and learn th...
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: Reading, writing and children’s literature (4th ed.). South Melbourne, VIC: Oxford University Press.
The program works with more than 100 schools in seven states. The program is geared toward students from low-income families. The statistics for children’s literacy in the United States are astonishing. “In 2011, just thirty-four percent of the nation’s fourth graders in public school could read proficiently” (National Center for Education Statistics, 2011). The program itself has had exponential success.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
To allow the children to have opportunities to develop their emergent literacy knowledge while spending time in the writing centre, the educator could add literacy related materials such as different writing materials and different things for the children to write on (Fellowes and Oakley, 2011). To support emergent literacy in this centre the educator could include literacy related materials such as:
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
This method of teaching links curriculum strands and capitalizes on children’s interests, creating a sense of purpose and community in the classroom. By building on their interests and life experiences, young people’s attitudes, skills and knowledge are developed in meaningful ways. Inquiry and communication are activated by a desire to know more, resulting in enthusiastic participation in the learning process (Moss, 1994). According to Moss a thematic study provides students with high quality genres to strengthen their literacy development.