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Literature review on teaching phonics
Literature review on teaching phonics
The importance of methods to teach phonics
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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 …show more content…
Student engagement with literacy concepts at home has shown to increase phonic awareness. Kitson (2014) suggests that teachers harness the early literacy development taking place before students enter formal schooling. This includes the learning of phonic sounds through the reading of a range of quality books and experiences such as visits to the library (p. 179). It is sometimes difficult depending on the socioeconomic status and family support the student has, and if quality books are available (Ewing & Maher 2014, p. 1). Once the challenges of early literacy exposure have been considered, the teacher must decide what to …show more content…
21). Examples of structured phonics education including games, flashcards with sight words and teacher led instruction. Conversely, other educators believe that phonics instruction cannot be planned for so specifically and that an ongoing, wide variety of embedded phonics concepts is the best way for students to learn (Savage, 2007, p. 114). There is also many approaches available for teaching phonics; an example includes through analytic or synthetic phonics. The analytic phonics approach concentrates on whole words, breaking them down into phoneme sounds (Ewing & Maher, 2014, p. 2., Savage, 2007, p. 113). The synthetic phonics approach starts with a small group of letter and sounds, adding letters and blends as the student progresses (Ewing & Maher, 2014, p. 2., Savage, 2007, p. 113). It seems that both methods have their success as well as challenges, whatever method the teachers chooses, the result is still an education in phonics (Savage, 2007, p. 114). Effective phonics instructions will be delivered through a program that is varied in techniques and lesson styles (Ewing & Maher, 2014, pp. 2-3., Mesmer & Griffith, 2005, p. 375). The teacher will use their knowledge of student learning and dispositions to implement the most effective phonics
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
Critique of Nell K. Duke and Victoria Purcell-Gates' Genres at Home and at School: Bridging the Known to the New Nell K. Duke and Victoria Purcell-Gates insightful article, "Genres at home and at school: Bridging the known to the new" reports on genres found at home and at school for two groups of young children from low-socioeconomic status (SES) backgrounds. Duke and Gates identify genres commonly found in both settings, as well as those commonly found only in one setting or the other. Children encounter many different kinds of text in their daily life. There are many different kinds of written language used for many different reasons, especially at home and at school. This article suggests ways that being aware of genres young children encounter at home and at school offer opportunities to bridge home and school literacies and enhance children's literacy development.
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.
...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.
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.
The article “Hands-on and Kinesthetic Activities for Teaching Phonological Awareness” is the study of language being composed of sounds and sounds that can be manipulated. Phonics is one of the primary building blocks of reading and learning. Phonics teaches children to listen more carefully to the sounds that make up each word. The study was performed in two before school programs, both with students in primary grades. The study contained 1 object box and 5 environmental print card games. The environmental game cards consisted of the Stepping Stone Game, Syllabication Object box, Vowel-Change Word Family, The Four-Letter Long Vowel Silent-e Words, and Sorting Words by Vowel Sound Game. This article I chose to write about was written by Audrey C. Rule, Jolene Dockstader, and Roger A. Stewart. The article provided 3 table graphs, 5 examples of Phonics Games, and 6 pages of the data collected to better account for how the experiment played out. This article was published in the Early Childhood Education Journal, which really proved to me that it was an excellent way to learn more about Hands- on Learning and Kinesthetic Activities.
Balanced Literacy is an approach for teaching literacy that is widely used in classrooms across the country. It involves several methods of teaching and learning reading and writing, whole class instruction directed by the teacher with independent work in reading, writing, and oral language. By integrating a variety of approaches, a balance is achieved in which students learning to understand text (from a whole language approach) as well as how to read text (from a phonics approach). Effective phonics instruction focuses children's attention on noticing the letter/sound patterns in initial consonants and consonant clusters and in rimes.
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.
Literacy is most commonly understood as reading and writing. But before children can read and write, they need to learn about sound, words, language, books and stories (Raising Children, 2015). Children begin to develop and gain knowledge quite differently and with support and developmentally appropriate learning skills children will also come to understand the connection between letters and sounds. Literacy development or early literacy is the most essential in the first three years of life as it the earliest experience children have with language, sound and the positive interactions between child and adult. Vygotsky (1978) believed in how children developed, and the important role of adults in leading child’s early development. The interactions
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
Wyse, D. and Goswami, U. (2008) Synthetic phonics and the teaching of reading, British Educational Research Journal, 34 (6), pp.691-710
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
...e classroom, phonics would not be taught first or formally, however teachers will observe phonic errors that children may make, and provide a short run through on any word patterns or sound symbols students tend to miss as they go along (Fordham, 2015).
Correct pronunciation is an essential component in language learning. However, this is a component that is rather neglected in ELT. That is why it is sometimes cited in the literature as the Cinderella of language teaching (Dalton, 2000) when compared to other skills and components like grammar and vocabulary. English teachers seem to sidetrack this component, simply because they lack adequate phonetic training or due to the fact that English curricula do not place much emphasis on pronunciation.
Phonology, teaches students about the letter sounds and about the relationship, between letters and combinations of letters, and their sounds. There are twenty six letters in the English alphabet, but, 46 sounds. Most written by combining letters in different ways. In schools, throughout the English speaking world, phonics is used to help students learn to read and spell quickly. By learning the relationship between the letters and their respective sounds, the children use these skills to work out how to read and pronounce the words they see. “It also helps them to guess how to spell and read words. This greatly increases the speed of learning. The focus on identifying sounds also helps English learners with pronunciation and listening skills” (Jenkins, 2011). Not all words in English follow the phonics rules? This is one reason why English is considered to be a difficult language to learn. If it was a phonetic language it would be much easier to learn.