Advantages And Disadvantages Of Reading English

Learning provision for literacy development is important for pupils for several reasons. When pupils are developing their language skills they are learning to communicate with others in a variety of ways through speaking reading and writing. The three areas of language interact with each other to promote the child’s self expression and imagination. Children need to be given opportunity’s to use and extend their language in all subject areas so they can develop higher level thinking. [ Louise burnham, Brenda Baker,2010,pg206]

Learning to read and write as a child is an experience that all can relate to. The average child learns to read and write at the early ages of three and four. Developing literacy at an early age is crucial to academic development as well as to performance in life. Early development can be just what a child needs to stimulate their minds, which in turn is assisting in the evolution of their future. The early and latter stages of development in a child’s literacy journey are the makings for their reading and writing skills. It also plays part in their analysis of obstacles as well as their developed or problematic literacy future. A child

There are a million adults who cannot read, one in six Londoners is functionally illiterate and people who cannot read or write are excluded from opportunities and may eventually become alienated and turn to crime (Johnson 2010, cited by Gross 2010). Gross (2010) expresses her concern and believes it is not where the children live, it is how they were taught to read and how they were properly motivated to learn to read. She endorses the synthetic systematic phonics approach as opposed to that of the whole word approach and believes we must place our focus on reading as it is indispensable.

Again using the standards of a year 6 pupil within national curriculum, it shows that in relation to transcriptional areas it is clear that this child is quite confident with their spelling and handwriting. There are more strengths than weaknesses. This child has the ability to spell words with a silent letter, such as, like and would. Their ability to use homophones is clearly shown especially in words like would, were, look and wear. However, it was noticed that this child struggled with the homophone their and there, due to incorrectly using this in their writing e.g. ‘this argument is about if their should be’ rather than using there. In their writing only one spelling mistake was noticed, which was about, incorrectly spelt-

Orthography is the spelling or alphabetical system of a language, and can be broken down into graphemes. There are two main types of orthographies, deep and shallow. Deeper orthographies are languages that don't have a one-to- one correspondence between letters and the sounds (there is more than one sound for every letter in a language. One such example is the English language because letters like "a" can either be pronounced as ā or ȧ. Languages that are shallower orthographies have a one-to- one correspondence between letters and sounds (one letter for every sound). Examples of Shallow Orthographies include Finnish and the International Phonetic Alphabet,

Misty Adoniou, associate professor in Language and Literacy, tutor’s schoolteachers on how to appropriately educate children when it comes to literacy and using distinctive languages. Adoniou’s reading “Improving kids’ literacy - a little knowledge can go a long way” is about informing teachers on how to accurately demonstrate the parts of learning and developing all the right reading and writing skills to be intellectual and socially capable, as language is used to communicate.

Numerous studies have found that there is a strong link between language problems, reading and overall academic achievement (Konza, 2006, Snow Burns and Griffin, 1998, Justice and Ezell, 2000). As a result, the Australian Curriculum Assessment and Reporting Authority regard the study of English to be imperative to the ‘learning and development of all young Australians’ (ACARA, 2012). The authority realises English is necessary for students to

In primary schools, literacy is taught through things such as Phonics. In 2012, The Department for Education (DfE) introduced a phonics screening check for pupils at the end of year 1. The check asks pupils to read 40 words, of which 20 are pseudo-words. This allows teachers to identify which pupils have a genuine grasp of decoding and which pupils are in need of further support. “Since 2012, the proportion of pupils meeting the expected standard has increased from 58% to 74% in 2014”. Literacy enables children at a young age to understand how the alphabet works and concentrates on speaking and listening skills, phonological awareness and oral blending and segmenting. Additional activities that can be done to help with literacy are drama, guided reading, peer work and talking in groups. Children with good literacy skills are abler to take advantage of the opportunities that they may come across as they would be literate in a subject area. A child should have good word recognition and language comprehension in order to be successfully literate. Furthermore, Literacy skills can be developed outside of the school environment. DfE found that “research has shown that children’s motivation and achievement improve when their parents or carers are involved in their education”.

Children are becoming involved with written language – they are starting to learn to read and write.

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.

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

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For this assignment, I will first briefly discuss the value of early reading pre-school and the stages of reading. After that I will critically evaluate the history of introducing synthetic phonics reading in primary schools in England. Furthermore, I will investigate the developments and issues which have been brought about the different teaching strategies used in schools and using teaching synthetic phonics in early years to teach first reading.

The author gives several rules for the spelling and the pronunciation. The author discuses a number of rules that have the English language, particularly how the alphabet copes, the vowel markers, words that spelt the same but it is pronounced differently. He talks about the spelling in other languages like French and the similarities that they have between these two languages, for example the words borrowed from French have sometimes been altered anxious academics. Also, he states that different speakers of dialects have different problems with the spelling, the different sounds pronounce by different speakers may confuse the word that they are saying.

Reading is a skill often taken for granted but it is essential in order to progress in life. For a child being able to read well helps them learn new things, give ideas and enables use of imagination. National literacy trust (2015) suggests that children’s early language skills can have a major impact on a child’s development of literacy skills. Five-year olds with poor language and literacy have a higher risk of underachieving at age seven and beyond. Reading skills encourage more opportunities in life and it can affect a child’s wellbeing if they do not achieve this effectively (Finnegan,2015).