Comparison Between Derry Koralek And Ray Collins

Phonics is imperative to learning to read because it allows for the reader to distinguish these associations in letters and words that they read to captivate comprehension (Walbank & Bisby, 2016). At the preschool-grade, knowledge of the alphabetic principles should be extensive and in-depth, however, too much focus can lead to over application of this skills having words read but not comprehended. The directional approach for teaching phonics should be precise, articulated well with graphemes organised in a logical and systematic way allowing plenty of time to recite the new skills received inherited obtained attained gained acquired (Learning Point Associates, 2004). Likewise, with phonological awareness the expertise of listening to the sounds in phonemes and words, phonics helps complete the process of sounding out to decode what has been read to eventually move onto the primary goal of learning to read being comprehension (Fellows & Oakley, 2014). Another approach is to teach phonics is the analytical technique in which the teacher guides students to observe phonemes and graphemes by scrutinising full words to bring forth another critical thinking skill required to understand what the text means (Ewing & Maher, 2014). This essential component combined with

Classrooms are different today from those of previous generations, they have become communities of learners where students assume more responsibility for learning. As opposed to a place where the teacher is in charge the modern class room there is often a hum of students, talking about books they are reading and working together in small groups using digital as well as print text. The students are more culturally and linguistically diverse, many have English as a second language (ESL). This Critical- reflective essay will explore using the four resource model developed by Luke and Freebody, focusing on; how young children learn to read, the four roles within the resources model are Code breaker, text user, text participant and text analyst. This essay will also articulate the understanding of the three phases of reading and writing development. Phase one, experimental reading and writing. Phase two, early reading and writing and phase three, transitional reading and writing. This understanding will then be applied to an early years setting including and application of strategies for cultural differences.

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

Phonics: this is the most known and used method to teach reading skills, phonics teaches children the relationship between letters of the written language and the sounds of the spoken language, it teaches children to use these relationships to read and write. This will teach them the alphabet and how these words are written and spoken which will be predictable, this will help them recognise familiar words and help them with harder ones.

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.

This journal article is published by Roger Beard and Andrew Burrell Roger is a professor of Primary Education and Head, School of Early Childhood and Primary Education at the Institute of Education, University of London; Andrew is School of Early Childhood and Primary Education, Institute of Education, University of London. They make a standardised task with repetitive design to study narrative writing by 112 elementary students (60 boys, 52 girls) in England. The test includes a 10-minute description writing task and a 30-minute narrative writing task, and the kids are been teaching by specially trained panels. From the test, the students writing have been increased. The author state, “More specifically, there was greater use of action to develop character and main event, connectives to inject suspense, exclamations for impact, adventurous vocabulary to add interest and verbs to emphasize action, thoughts or feelings.” (90) The result of this study would be beneficial on researching literacy education and children's interest.

For example, while we were walking around the classroom there was a book that was tiled, A B C Doctor which Jaelee looked at and said “A B C and D” she did not say the word doctor but said the letter D. she had sang the “now I know my A B C’s song to me. When Jaelee sang the song she would go up the letter J and stop, she would say “I don’t remember what’s next”. Jaelee is also able to recognize letters in words for example, in her classroom there is a sign the says “wash your hands” and she asked me what the sign said after I told her she pointed to some of the letters and said what they are. She was able to recognize the letters A, H, and

Although, there are many parts of grammatical knowledge, which can make a huge differentiation to the quality of children’s reading and writing skills. Misty Adoniou believes that “you can improve your kids’ writing in some very simple ways” (Adoniou, 2014). One major

Literacy is important for young children. It’s so much a child has to know before entering kindergarten. The Essentials of Early Literacy Instruction stressed the importance of teaching literacy. Early literacy is an emerging g set of relationships between reading and writing. Today a lot of terms have been referred to for literacy development for preschoolers the term that’s mostly used is early literacy. The term was chosen because the earliest forms of literacy development are forming reading and writing concepts. Linking early literacy to play is the most effective way to for young children to learn. There are many ways educators can teach literacy activities such as rich teacher talk, storybook reading, phonologic awareness activities, alphabet activities, support for emergent writing, shared book experience, integrated, and content-focused activities, Young children understand print by oral and written language. Asking students to help read a book and turn the page help them understand the basics of a book. There are at least three critical content categories in early literacy: oral language comprehension, phonological awareness, and print knowledge. Children need to learn phonological awareness, alphabet letter knowledge, the function of written language, a sense of meaning making texts, and vocabulary. Alphabetic writing is quite difficult once children understand the language of their community they learn which words stand for which concepts in that language.

At the end of the each book, there are many useful and beneficial strategies to teach and encourage the children, for instance, Real Kids Readers emphasis the parents that they should read aloud with their kid/kids at least twenty minute every day regularly because studies confirm that read aloud helps children to shape their perception. Moreover, parents should encourage their child to choose their favorite books and spot for reading, so the kids having fun while reading; parents’ involvement and enthusiasm is a great factor of their child’s success. Furthermore, other approaches guide parents that if their child stuck on a word and he/she couldn’t pronounce it, they can help him/her to decode the word phonetically, also encourage him/her to use picture and context clue, and still their child unable to articulate the word; they should tell him/her the word before their child get aggravate. Moreover, if their child make a mistake ignore it once and wait for that their child correct it by him/herself, and if he/she make the mistake again then spot on him/her by decoding and rereading the word. Real Kids Readers provide the same strategies to parents to help their kid/kids to teach reading as the teachers use in the

Reyes ( 2006) chose to adopt the term “emergent bilinguals” instead of English-language learners, in order to more accurately describe young children (ages 3 to 5 years) who speak a native language other than English and are in the dynamic process of developing bilingual and biliterate competencies with the support of their communities (e.g., parents, school, community). In addition to Reyes, Sulzby (1989) considers early literacy ability or emergent literacy as ‘the reading and writing behaviors of young children that precede and develop into conventional literacy’ ( p.24). Some of these ‘behaviors’ include learning how to hold a book and turn pages, telling a story from a picture book while pretending to ‘read’ it, and using drawings and

When it comes to children one of the major factors is word study. Word study helps students to practice their spelling, decoding and also their vocabulary. Word study also helps students with their reading. After watching the video, it was learned that there were four major concepts of the beginning of word study. The first one that was mentioned was an oral language. According to the video, it was learned that oral language can be learned through concepts of prints. Concepts of prints are important for the reason that it teaches students how reading works. Concepts of prints are important for the reason that it can be incorporated from a word wall and it also provides students with new words that they encounter from reading books, spelling

This literacy summary focuses on the article, “Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners” by Cheri Williams and Paola Pilonieta. It was published in 2012 in the journal of Early Childhood Education. The main focus of this article, was to show how it is important to use interactive writing as a scaffolding technique for young English Language Learners. The focus of this article is to express the importance of teaching interactive writing, especially with young English language learners. Interactive writing is a scaffolding technique that is used with young students to help develop their reading comprehension and writing skills in the classroom. The technique of interactive writing, can

This resource had been created to encourage a child to learn to read through play. It is in the form of a game and it is aimed at helping a child repeat the words that extra practice is needed from a book that has been read. The resource created is a game that incorporates play and praise in which are essential skills to support a child that is learning something new. Games enable all children to develop skills without pressure and are particularly important for children who may be less confident (Lindon, 1993). The ‘Let’s Read’ game can be used for a variety of ages as the words can be changed and personalised depending on the child’s reading ability. This game is a good way of helping to teach a child to read and improve on words that they struggle with because it is taught by learning through play, therefore the child is less aware they are learning and it is a fun way to practice. The child is also receiving praise and reward through the star reward sheet that comes with the game. By