Alphabetic Code Knowledge

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.

This website is incorporated into the all learning styles that are visual, auditory, and kinesthetic expertise that support kids to execute, perceive, review, and analyze their skills individually. For instance, by clicking on any letter, kids will distinguish between speech sounds (Phonemes) and letters forms that support to build their alphabetic intelligence. This process is called “Alphabetic Principle” which is the base of the phonics. Each letter row comprises the sounds or phonemes; children listen, recognize, and manipulate single sounds or phonemes in spoken words (phonemic awareness) and understand that the letters in a word are methodically characterized by sounds (alphabetic

Ehri’s Phases of Word Reading and Spelling Development has four different phases that are used to describe the progressive stages of a reader. The first phase is the Pre-alphabetic phase, in this phase there is no letter to sound consciousness only visual features of a word which the students use as a reminder of how to read the words. Phase two is the Partial Alphabetic. When readers are in this phase they use some of the letters in the word (mainly the first and the last letters) to attempt to pronounce the word. Phase three is the Full Alphabetic Phase. In this phase the readers are now able to use and understand the alphabetic connections in words. The readers are now able to map graphemes to phonemes of words that have been read to them

At this stage, students are aware of letter formation, print knowledge, how to alphabetize and phonological and phoenemic awareness as taught in Level K. New skills include segmenting words into syllables and syllables into sounds (up to 5 sounds), short and long vowels when given letters or sounds, identification of the structure of words such as blends, digraphs, base words, suffixes and syllable types including closed and vowel-consonant-e syllables. Students are expected to read and spell closed and vowel-consonant-e syllable type words, name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs, how to read and spell compound words and other words with two syllables, how to read and spell words with “s”, “es”, “ed”, and “ing” suffixes, and how to read and spell words with unexpected vowel sounds. Students will learn to read and spell words with CVC, CCVC, CVCC, CCVCC, and CVCe. They will read and spell 100 high frequency words including a list of trick words and they will read and spell targeted high-frequency, non-phonetic words. Students will begin to produce sentences using vocabulary words, will read about 60 words per minute with fluency and comprehension,

If only one half of the flora in the world existed in 2100 (perhaps due to deforestation), what do you predict the atmospheric carbon level would be? I think the atmospheric carbon levels would be higher because there would be less tress to absorb the carbon from the air. How would you change the simulation to reflect this? I would raise the rate of deforestation to 2 GT.

Nagel, K. B., & Wilson, S. (2009). Shapes that roll. Maplewood, NJ: Blue Apple Books.

It is however, an essential and vital element of a balanced literacy program when learning how to read (Emmitt, Hornsby, & Wilson, 2013). EESPI balances phonics learning. The development of phonological awareness is necessary in all modes of communication (Yopp & Yopp, 2009). Phonics involves identifying twenty-six letters (graphemes) of the alphabet. All forty-four sounds (phonemes) and phonic concepts (rules) to read (decode) and spell (encode) written or spoken text (Phonics International, 2011). Phonological awareness (cracking the code) is essential when learning how to read because it involves the ability to hear and recognise speech sounds and develop oral language (DEWA, 2012). Reading is more than knowing how to say the English alphabet. Students need to comprehend what they are reading and apply prior knowledge or experiences to make meaning out of the words (Ewing & Maher, 2006). Tompkins et al. (2015) describes students must become code breakers, text participants, text users and text analysts. EESPI supports students simultaneously progress through the stages of emergent to begin to become fluent

The Making Words strategy is a method of teaching phonics developed by Cunningham and Cunningham (2002). This program encourages children to use their knowledge of phonemic awareness, phonics and the alphabetic principle in order to discover the sounds of the English language. Each making words activity requires about 15 minutes of instruction time. Children are each given a set of letters, and over the course of the lesson, the students will spell 12 to 15 words. Some of the words may follow a particular spelling pattern; require the student to change the onset of a word, or to manipulate the letters. At the end of the lesson, students spell a “secret” word using all the letters (Cunningham & Cunningham,

letters used in forming the words. When a child is taught phonics, the child will be able to recognize

The alphabetic principle strategy uses lesson plans that teach letter-sound relationships clearly and in seclusion, repetitive review of previously taught relationships as well as new sound-letter relationships, and an opportunity to expanding knowledge of sound-letter relationships to the reading of phonetically spelled words that are

The title of the article gave a fair representation of the topic as it was clear and concise in the wording. The title encompassed the idea that alphabet letter instruction on young children's word recognition would be explored through experiments and analysis. Reading on through the article it was evident that the effects of alphabet letter instruction on you children's word recognition were addressed.

Phonics is a method that teaches reading and writing, it aims to enhance investigation into sound-letter relationships and the understanding of the alphabet (Hill, S., 2012, p. 241). Phonics is used to assist with the decoding of words. However, it should be also used in conjunction with other approaches to allow readers to comprehend what they are reading not just decode the words. Phonics is valuable, but not the whole part of learning to read and write. Understanding what readers are reading is a very important role and should not be overlooked. Gough, Hoover and Peterson conclude (citied in Damianou, 2016, p. 128) that a ‘child who cannot decode cannot read; a child who cannot comprehend cannot read either”. Research has found that there are six elements that benefit children who are starting school that must firstly be fully understood, included are “the alphabetic code

Children begin learning the basic forms of letters and words using phonemic awareness. They begin to become familiar with the 26 letters and the 44 sounds, the grapheme-phoneme correspondence. As they build this foundation, children learn to put letters and sounds together to forms on pages. Before this, children were able to read books through pictures on a page. Now, they are able to read the actual words. However, without comprehension of what is being read, reading can be challenging, frustrating, and pointless.

Roberts, T. (2003). Effects of Alphabet-Letter Instruction on Young Children’s Word Recognition [Electronic Version]. Journal of Educational Psychology, 95 (1), 41-51.

The child generally lacks knowledge of the alphabet, lacks left-to-right directionality in writing, and lacks concept of word (one-to-one matching of spoken and written words). Consistent spacing between words and consistent use of letter-sound correspondences are absent.