Disadvantages Of Phonics

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

The purpose of this paper is to identify and understand the importance of a supplemental phonics program, such as Fundations by Wilson Language, to ensure that students are making noticeable and trackable changes in reading and understanding. Phonemic awareness is the key skill needed for students to better understand how letters and sounds correlate. Some basal reading programs do not have an

Phonics will start to be taught in nursery or reception and a child will not be able to learn to read without proper understanding of phonics.

Phonics advocates have been arguing that in order for children to learn to read, they need to have an explicit instruction in the rules of printed text in order to read properly. The phonics approach has been described as “bottom up” as it teaches the children to decode text and then the meaning and understanding will follow while the whole word approach is described as “top down,” as the children depend on the pictures within the book, form hypothesis and make predictions of the words with the text of the book being read (Wren, 2003).

’51. Having considered a wide range of evidence, the review has concluded that the case for systematic phonic work is overwhelming and much strengthened by a systematic approach’ (Rose, 2006, p20). To further his proposal Rose (2006) proclaimed that the teaching of systematic phonics should be enhanced and active by the age of five; It can be evidence through practice that children as young as five can define the terminology for a phoneme and a grapheme, due to the position phonics has within the English curriculum. There is also a world-wide debate on the various ways educational practitioners can most effectively implement phonics in their practice states Dombey (2010). Due to the impact of the Rose Review, it could be suggested that the value of systematic phonics had increased, meaning that primary teachers have to be confident in their ability to teach and support pupils in their reading and spelling through the use of phonological

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

Phonics are essential to literacy and children’s ability to learn to read and write. Phonics are a system of associating letter symbols with speech sounds (Orton, n.d.). They have an important role in the Australian Curriculum and Reporting Authority: phonics and word knowledge [ACARA]. There are two main concepts related to phonics they are analytical phonics and synthetic phonics. Diana Rigg (2016) states that “direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read” (para. 3). Phonics are used by children to learn to read and to write, they include letter identification, onset and rime, blends and the relationships between blends and phonemic awareness (Hill, 2012, p.259) (Rigg, 2014). There are many teaching approaches that may be implemented to teach phonics effectively. This essay will discuss, critique and analyse phonics their importance and how different teaching approaches may be implemented to teach phonics to students effectively. It will maintain that synthetic phonics have been proven to be more successful in teaching children than analytical phonics, although it is imperative to use both a synthetic and analytical approach to teaching children phonics.

Before 1975, in Woods Loke Primary School in Lowestoft, England, teaching reading was based on whole word approach. Finding a group of children with writing and reading difficulty was a reason to find a method to teach children letter sounds first to see if basic knowledge of sounds and their relation with words is a helpful and practical one. As Sue Lloyd, the author of the method says, later in 1980s, the school introduced some blending structures in addition to the letter-sound activity. Sounds in words were taught first, it helped children to identify them and relate them to the letters. This phonemic awareness made reading and writing much easier for learners. Based on an external research experiment

We learn literacy through phonological practices prompted in reading development to increase fluency and comprehension (Konza, 2006). Phonological awareness concerns itself with manipulation of sound patterns related to speech and intonation and has a relationship to phonemic awareness, being the smaller components of language such as individual letter sounds (Hill, 2012). Rose recommends that synthetic phonics are needed for ‘letter-sound correspondence’, learning how words are blended and broken up for spelling and finally being able to recognize words in print, as well as singularly (2006, p. 18). Understanding of these literacy components culminate to skills required to read (National Reading Panel, 2000). Oral language is casual and elusive in syntactical meaning, so in order for children to become effective readers they need to have exposure to formal and ‘decontextualized’ language properties (Konza, 2006, p. 35). Students will not be able to associate speech to written language

Phonics is a teaching method that relates phonemes to graphemes and readers use that information to decode words. The student identifies the sounds that letters make and then blend the phonemes into a word. As students learn the sounds of the approximately forty-four phonemes they are able to use additional rules of syllabication to learn longer and more complex words.

Phonics is defined as the process where children are able to hear a sound, and be able to connect the sounds of letters in the alphabet. Phonics does not only consist of being able to read and pronounce every letter of the alphabet. It also helps guide children on how to be fluent readers and writers, keeping in mind that not everyone one learns at the same pace. Fluent readers and writers have an automatic knowledge of what they are seeing and the ability to create words and sentences in order to be able to get to provide the message that they are trying to get across. While emergent readers see the print as something different from what they normally understand. This can make it difficult for emergent readers to be able to grasp the knowledge

There are several different types of phonics but the two main types are implicit and explicit (Ruddell, 2009). The implicit approach, or analytic, is when the teacher teaches the relation between sounds and letters in the context of the word it is found in. This means you are looking at the whole word and not isolating sounds. The explicit approach, or synthetic, approach is the opposite of the analytic approach. Instead of looking at the word as a whole, the teacher looks at each individual sound (Ruddell, 2009). From what I know I believe that both of these need to be brought into the classroom. It is important for the child to know each sound so they are able to sound out unfamiliar words in their readings but it is also important for them to be able to recognize a word in context so they can identify words easily and quicker. In my experience in classrooms I have noticed the different ways these approaches were used. In my kindergarten placement the teacher usually used the explicit approach. Each day we would concentrate on two or three letters and the sounds they made. We would practice the pronunciation and read a poem or sing a song with the letter in it. In my second grade class the teacher had a very different way. She would have the children look at the whole

Phonics instruction is a very important aspect of developing early reading skills. The ability to decode words and blend sounds is necessary to be able to read text. This skill increases the amount of words that are recognizable upon site, thus increasing reading fluency. There are different types of phonics instruction, including embedded and synthetic instruction, that aid in integrating phonics and reading instruction for

A critical reflection on my experience of assessment in phonics and how this will implement my future practice. In this essay, I will be reflecting on my experience of a phonics assessment that I undertook with two children in a Reception class. The setting was in a school with two classes per year, in a large village. The children assessed were studying in Phase 3 of Letters and Sounds.

Whole Language versus Phonics has been a question among many top educational groups for years. Which is the best way to teach kindergarten children the proper way to speak and learn the English Language? There are many valid reasons why experts argue for both phonics and/or whole language. Both seem to be exceptional ways to master the English Language. The purpose of this research paper is to compare phonics versus whole language and to determine how technology can support each approach.