Shared Reading To Build Vocabulary Analysis

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.

Moat argues that learning to read is in fact not a natural process and students need explicit phonics instruction. Furthermore, the English alphabetic writing system cannot be learned simply from print exposure: students need to be taught how to develop phonological awareness to sound words out to help them learn how to read and without the support of context-based word recognition. Whole language’s legacy is still embedded in educational practices despite being disproven by scholars, thus Moat advocates for updating state language-arts standards, assessments, and textbooks to reflect direct, explicit phonics-based instruction as the best approach in teaching literacy. She also notes that teacher licensing requirements and preparation programs also need to be informed of effective literacy instructions that is supported by

There are many advantages to using phonics. Children who learn to read by using phonics generally have better pronunciation, spelling, and word recognition. They have been given a tool that can be used over and over again while reading and writing, without having to memorize vocabulary and spelling of the words (Curtis, 1997). There are also many examples of how explicit, intensive and systematic phonics can work well in classrooms. One of these examples is the reading program developed in California. After years of implementing whole language instruction in their classrooms, reading scores in the state dropped to be among the nation’s worst.

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

The two common methods of teaching reading that are used around the world are phonic and whole langue. Both phonic and whole language are two approaches to teaching children in the classroom. However, the ongoing debate over the best method to teach children to read focuses in those methods. There are many good arguments on its side, but never one of them has enough evidence to persuade people that one is a better one than the other. Indeed, the phonic-based reading instruction is a method that help young children to read and spell words. For pros of phonics, children can use the systematic approach to decode unfamiliar words. Also, for them phonic is formulaic. One the basic are learned, it is easy to read a variety of literature. However,

The Australian English curriculum is based on three interrelated strands of language, literature and literacy. Together, the three strands focus on developing receptive skills, such as listening, reading and viewing, as well as productive skills including, speaking, writing and creating (Australian Curriculum, 2015). In order to develop these skills teachers need to instill in children key concepts such as phonemic awareness. Phonics, as a teaching theory, was established in the early nineteenth century (ref). It can be defined as a "system of teaching reading that builds on the alphabetic principle, a system of which a central component is the teaching of correspondences between letters or groups of letters and their pronunciations" (Adams, 1994; Liu, 2010). English is a complex language with thousands of words. Therefore teaching students 42 sounds or phonics is far more effective than focusing on words as a whole (DeCeuklaire, 2015). There are many benefits that come from teaching phonics, for example, phonics assist in the decoding of unfamiliar words, improve comprehension, expand students ' vocabulary and increase their ability to read fluently

During the 1930s and 1940s, it was used as a final, remedial approach for those learners who had trouble with word recognition and memory (DeMoulin et al., 1999, ¶4). In the 1950s, though, Rudolph Flesch wrote Why Johnny Can’t Read, placing a more brilliant spotlight on phonics instruction. He developed a curriculum of 72 lessons, outlining over 200 letter-to-letter relationships that represented the fundamental sounds of the English language (DeMoulin et al., 1999, ¶4-5). By the 1960s, phonics had taken on a more positive reputation with the help of Jeanne Chall, author of Learning to Read: The Great Debate. Today, phonics is one of the front-runners in the “reading wars” (Chall, 1992, p. 316). Its history speaks strongly for this method of instruction; however, phonics is quickly falling into the ideological quagmire of the past two decades.

Teaching a story is the road map teachers follow when reading a story with children (Blair, 2013, pg. 100). Teachers not only teach a story; they guide their students to specific steps to enhance reading comprehension. In order for teachers to do this they use two major strategies, which as shred reading and guided reading. Shared reading involves reading a book together with your students, primarily with beginning readers (Blair, 2013). In shared reading, teachers have the opportunity to teach word awareness, print awareness and phonological awareness. Guided reading follows a before, during and after process guided by the teacher. Different questions and comments are made in each of the sections. The purpose for guided reading is to predict

During our Colloquium class, it was very interesting because there, we learned in many ways how us as new teachers will work in the classroom setting. This week we learned how to teach the students to read. Although, my facilitator showed us a video where they explained to us different ways of reading phonetic alphabets, letter sounds, in this video I learned that the English language has 47 sounds. She also recommended a variety of books that we can use in the classroom that will be helpful for the students to accomplished these standards. For some people, they find it very complicated, she said that there are two ways to teach the children. Our instructor recommended us to teach in the phonetic word and to deny to teach in sight words,

Since the mid-1600’s, the efficacy of phonics instruction has been a controversial and contentious topic in the field of education. Originating from the creation of synthetic phonics (sound by sound approach) by Blaise Pascal in 1655, educators began indoctrinating their pupils in the recognition of sound-symbol correspondences required to decode unfamiliar words (Rodgers, 2001). From that time, the pendulum has swung from phonics first to phonics last. The debate has continued from synthetic phonics to analytic phonics (utilizing a whole word approach) as to what clinicians consider best practice for reading instruction. Consequently, over the past 300 years, its teaching methods have fallen out of favor with educators, only to return to the forefront as reading achievement has floundered. The issue that confronts educators today is not the choice to incorporate phonics instruction into their curriculum, but how.

“Phonics focuses on the sound-letter relationships used in reading and writing, and involves an understanding of the alphabetic principle - the idea that spoken language is made up of sounds and these sounds can be mapped to written letters” (Hill, 2015, p. 241). Phonics entails developing learners’ ability to hear, identify and manipulate phonemes or alphabet knowledge to teach the correspondence between sounds and spelling patterns that represent them in the written language. For students to learn to read and spell using phonics they must understand the relationship between sounds (phonemes) of letters or letter combinations (graphemes) and then remember the specific letter sequences and patterns used in different speech sounds. Phonics instruction thus focuses on developing

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

The National Reading Panel has declared that explicit and systematic phonics instruction is the most effective way to teach reading. Phonics instruction, along with a reading program that provides exposure to vocabulary and interesting literature, can build lifelong readers.

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).

As Krashen points out, “ A large vocabulary is, of course, essential for mastery of a language” . Thornbury also points out “ Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. In this respect, Pittelman and Heimlich also add that vocabulary knowledge is important in understanding both spoken and written language. They state, it is not surprising that vocabulary knowledge is critical to reading comprehension. In order for children to understand what they are reading, they must know the meanings of the words they encounter. Children with limited vocabulary knowledge will experience difficulty comprehending both oral and written text