Phonics is described as “understanding letter-sound relationships, as well as larger letter pattern/sound pattern relationships” (Ruddell, 2009). Though in my opinion there is a lot more to phonics than this. There are several aspects to phonics, different types of phonics, negatives to the idea, and several ways to teach it. In this paper I will address all of these based on research I found, the discussion I had with my peers, and my own opinion.
There are different aspects to phonics that should be taken into account by teachers. The first is how important phonics is to children. It is said that “both phonics and fluency need to be taught, practiced, and nurtured in the earliest stages of reading instruction and provided to students at any age” who aren’t proficient in certain aspects of reading (Rasinski, Rupley, & Nichols, 2008). I believe this to be true and that learning phonics at an early age and gaining complete understanding of it before second grade will improve several other aspects of the reading process. This leads into another aspect that phonics is not only important to develop the basic skill of relating sounds to letters but to help children read. The National Reading Panel (the NRP) found that phonics instruction helped children learn and improve other very important skills to help their reading. These other skills included decoding, reading pseudo-words, word identification, spelling, oral reading, comprehension, and general literacy (Garan, 2001). This is a topic that was discussed in the self study discussion in class. We believe that with the knowledge of phonics a child will be able to have greater fluency, better understanding, and increased vocabulary (these all being other self study topics). With this...
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Works Cited
Garan, E. M. (2001). Beyond the Smoke and Mirrors: A Critique of the National Reading Panel Report on Phonics. Phi Delta kappan, 500-506.
Joseph, L. M. (2000). Using Word Boxes as a Large Group Phonics Approach in a First Grade Classroom. Reading Horizons, 117-127.
Krashen, S. D. (2002). Defending Whole Language: The Limits of Phonics Instruction and the Efficacy of Whole Language Instruction. Reading Improvement, 32-42.
O'Donnell, M. P. (2001). Do Intensive Phonics Programs Help Struggling Readers? The New England Reading Association Journal, 4-10.
Rasinski, T., Rupley, W. H., & Nichols, W. D. (2008). Synergistic Phonics and Fluency Instruction: The Magic od Rhyming Poetry! The New England Reading Association Journal, 9-14.
Ruddell, R. B. (2009). How to Teach Reading to Elementary and Middle School Students. Boston: Pearsin Education.
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
“Those who do not learn history are doomed to repeat it.” George Santayana stated what happens if we do not learn from our past. After the Civil War the United States wanted to build itself back up. The nation was in rubble because half of the country was fighting the other. That left it in a sad and fallen state. The issue of slavery was a long debated topic. They thought they could get over this and start anew. Reconstruction means the actions or process of rebuilding what has been damaged or destroyed. Did the North or the South kill Reconstruction? That issue is still up for debate. In my opinion, the South killed Reconstruction and stopped it dead in its tracks. The South did not respect the African American’s right to vote and would terrorize
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Reading is an integral aspect of succession in life and is required to complete the simplest of tasks. Therefore the teaching of reading, which in England is done mainly through a programme of systematic synthetic phonics, is of great importance in all primary schools. The word phonics, “describes the letters or symbols used to encode a language’s spoken components” (Venezky, 1999. Cited in Mesmer and Griffith, 2006) and the “importance of systematic phonics instruction in relation to the teaching of reading has been increasingly recognised by English-speaking countries” (Wyse and Goswami, 2008). This is most likely due to as Venezky (1999) states, because English as a language is made up of an alphabetic code.
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
Slavin, R. E., Lake, C., Davis, S., & Maden, N. A. (2012). Effective Programs for Struggling Readers: A Best-Evidence Synthesis. Best Evidence Encyclopedia.
During adolescence, I began reading and writing through a fundamental learning program called, "Hooked on Phonics." This program consisted of long hours spent reading short novels and writing elementary phrases which were commonly taught in the second and third grade. With the motto, "Improve your child's reading and writing skills in just four weeks!" I was bound to become the next Mark Twain. The method of this course specialized in the improvements of word acquisition rates as well as reading speed; however, it lacked in the area of teaching comprehension. At a young age, I was instilled with the dire need to be highly educated and although I was unable to experience a fun and adventurous childhood like many other children, I am grateful for being raised with a greater knowledge and wisdom than that ingrained in many.
The DeFord Theoretical Orientation to Reading Profile, developed in 1985 by Diane DeFord, is a way to measure the philosophy and belief systems associated with instructional practices in the beginning of reading. The three systems include phonics, skills, and whole language (Vacca et al 2006). The bottom-up beliefs systems, associated with Behaviorism, place emphasis on letters, letter-sound relationships, and the understanding that the student, in order to comprehend the selection, must recognize each word in a text. There is importance placed on decoding, and skills are taught in a systematic and sequential format.
...ilding Reading Proficiency at the Secondary Level: A Guide to Resources." Southwest Educational Development Laboratory (2001): 1-150. ERIC-Education Resources Information Center. Web. 17 Feb 2011.
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
“I have been recommending the Phonics Game to children, teens and adults who have been diagnosed with dyslexia for over ten years. All of those who I re-tested after using this program were reading at or above grade level.” (Robert Myers, Ph.D. –Clinical Psychologist)
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
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
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.