8.3 Jolly Phosonics History

After analysis of each assessment, I planned a lesson to teach the letter ‘z’, which their small phonics group had not yet learnt. Browne suggests that the sounds for each letter should be taught first to underpin the later reading and writing of letters, so I planned for the children to sing the alphabet with visual aids to link the graphemes and phonemes. P17 The Rose Review stated that one characteristic of the best phonics teaching was the adoption of a multi-sensory approach, therefore I think the activity was well chosen in terms of engagement and interaction. However, the alphabet song could have instilled the misconception that the letter ‘z’ is pronounced ‘zed’. Colombini highlights the importance of using a phonetic alphabet to teach letters instead of the names of the letters, as letter names can cause confusion when blending, segmenting and identifying letter names.

In the video, Marty, the 1st grade instructor, talks about the extension level book for the 1st graders. His methods includes the different reading methods we went over, phonetic cue reading, true alphabetic reading and orthographic reading. At around 2:30, words written on whiteboard are held up, and the children repeat what their instructor say, the sound of orthographic patterns in the beginning and end of the word to help them pronounce the word. This practice includes the phonetic cue reading and true alphabet reading. This can easily be used for orthographic reading as well. The kids were most likely older for his extension level book to have logographic reading. Marty has focused on inflectional ending, short vowel sounds, e.t.c. The

When teaching students of a young age to read, there is a variety of entertaining methods that can be implemented to help them evolved the sounds of letters. One of the methods I have seen kindergarten teachers use is the bubble gum method. When students are participating in the bubble gum method they are,“ slowly pulling their hand away from their lips while carefully articulating each phoneme in the word.” (Manyak, 2008, 660). By using their hands and reading at the same time helps young children the change within letters based on the sounds of the letter. This method of teaching is extremely useful in the beginning stages of reading for young students, because they are starting to read simple words, and the method of stretching words is

children learning to read and write, as well as being an important predictor of reading in

Children who understand the different concept with words parts and spelling patterns are able to pronounce words accurately by understanding some letters blend to make a sound or some sounds become silent. Students can read and in turn pronounce words correctly and begin becoming independent readers.

The purpose and aims of this report was to stress the effectiveness of providing a multi-sensory method of teaching, in order to produce literate pupils. It is evidenced through the review that some of the multi-sensory activities would be introduced into the classroom to widen children’s vocabulary. Some of the activities recommended are physical movement to translate and copy letters, picture cues, visual auditory and kinaesthetic activities. The use of physical movement can be evidenced dominantly in early years’ settings; some teachers find that children benefit whilst exploring and translating letters through sand, it is particular useful to comprehend the letter formations. The Rose report led to modification amongst teaching of early reading policy in the UK. As previously discussed listening and speaking are vital in the intellectual, social and emotional development of children. To address the performativity of these roles students are acquired to develop a high range of vocabulary in order to listen and pronounce words confidently; Rose maintains the belief that the above skills are the fundamentals of phonics. A prime example would be the building of phonic awareness through guided reading. It has been evident in practice that guided reading supports the development of phonological awareness due to, focusing on unfamiliar words that can be easily broken down through decoding,

Phonemic Awareness refers to the knowledge that spoken words can be broken apart into smaller segments of sound known as phonemes. We learned about two levels of PA, one is auditory-you can do this in the dark and the other is matching sounds to letters. Reading to children at home—especially material that rhymes—often develops the basis of phonemic awareness. Not reading to children will probably lead to the need to teach words that can be broken apart into smaller sounds. Correlational studies have identified phonemic awareness and letter knowledge as the two best school-entry predictors of how well children will learn to read during their first 2 years in school. This evidence suggests the potential instructional importance of teaching PA to

This research aims to explore the effect of ‘Read Write Inc’ (RWI) as a systematic synthetic phonics intervention on the development of children’s reading in Key Stage 1 (Miskin Website). The argument about whether the phonics or the whole word approach to teaching children to read and spell has been around since the 1950s. It is no closer to being resolved nearly 70 years later. This advocates that reading is a vital and crucial part of a child’s education (Anderson, 2015). The current government is in favour of using systematic synthetic phonics interventions to develop reading in schools; where the children learn the sounds of the letter rather than the whole words. Education Secretary Michael Grove is behind this intervention and has provided funding for training and has introduced a screening reading test for all six year olds to check their reading skills (Garner, 2011). Nick Gibb cited by Garner (2011) agrees expressing that systematic synthetic phonics should be incorporated into more schools, suggesting that it has major and long-lasting effects on children’s reading and spelling. The government in 2005 has introduced systematic synthetic phonics as the focal method for teaching reading skills to early year’s students.

There are several approaches to teach children to read. Explicit Phonic Instruction is build from part to whole; children first receive instruction of the letters with associated sounds, and after they learn how to blend sounds into the syllables and into the words. Implicit Phonics Instructions moves from the whole to the smallest parts: first, students are analyzing words and looking for common phonemes in a group of words. After comparison they assume which grapheme to write and which phoneme to read. Children are identifying new words by beginning and ending letters, or by context clue.

The synthetic approach is becoming widely accepted as a highly proficient method. It is a part-to-whole approach, which involves synthesising individual phonemes to make whole words (Fellowes & Oakley, 2014, p. 228). The synthetic approach promotes the use of letter tiles, magnetic letters or moveable alphabets to teach word blending and segmenting. The physical act of pushing together letters and taking apart words has a powerful effect on children’s understanding of these language processes (Konza, 2016, p. 158). Additionally, children should learn some common letter combinations and whole words, to the point of automaticity and immediate recognition. These are referred to as sight words as they can not be decoded or sounded out. Teachers should aim to increase students repertoire of such words and pursue rapid word recognition. Fellowes and Oakley, (2014, p. 243) suggest various strategies for teaching sight words, including: sentence strips where children write, cut and reassemble sentences; word shapes where children draw ‘frames’ around words; and tracing activities which involve children writing words with a variety of different materials, such as sand trays, chalk or clay. Also, games such as word dominoes, word bingo and matching activities can be

What is the problem you are addressing? Students have to learn the names and sounds of the letters in order move on into more advance connections that will lead them into success in reading and writing. Traditional teaching methods in our schools allow students to make the connections between letter prints and phonemes using mostly visual and auditory learning styles. This early reading task is not easy for beginners (Ehri, Deffner & Lee, 1984, p. 880). In order to ease the difficulties young scholars might encounter while learning sound to letter graphic representation, multi sensory teaching

Instructional processes for reading instruction have been argued about throughout time, though it has since been studied and determined that success in reading relates to acquisition of phonological awareness and word knowledge (National Reading Panel, 2000, p. 2-1). Word knowledge is the association of sounds and meaning, later transcribed to a symbolic system used to decode reading. Though without phonemes, the written language becomes ‘arbitrary’ (Yopp & Yoop, 2000, p. 131). Whilst these features are detrimental to language and literacy learning in

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

The books that were used were from Peter and Jane book series. There was a reading teacher hired to sit at the back of the class and students were called one by one to read to the teacher personally. The process was difficult in the beginning as some of English words do not sound the same way as they are spelled. In example, back then I did not know that some of the inflection –ed used in past tense words were inaudible, such as the word ‘worked’. The reading process was divided into 4 levels and students with faster pace, managed to complete their readings in a short amount of time. After the students were done reading specific parts of the books, we were required to write the sentences we had difficulties in pronouncing to practice our writing skills. At such a young age, quite a number of the students faced troubles in writing words, some would write the alphabets in their inverted forms. I believe that this process was a big help to the students including myself as speaking is generally easier than reading and writing. In addition to that, if the students managed to behave themselves in the best possible manner, the teacher would reward us by letting us watch English cartoons such as Barney and Friends or Bananas in

As the standards of education change a consistent factor remains the focus on reading. Early childhood educators must provide an atmosphere that is both developmentally stimulating to the student while also meeting the standards of education. The methods used to help recognize phonics and begin the transition into emergent readers vary from student to student. Without the foundation of phonics research shows that a child will not learn to read. All children must know the alphabet in order to communicate effectively. Phonics cannot be drilled into the child. This will only produce memorization. Instead, educators must understand a child’s individual needs as well as balance. There is no true need to teach phonics as a separate subject. Most children will develop a sense of curiosity from their own knowledge, ideas, and interest. There will of course be a select few that may benefit from a more formal instruction. When children