Synthetic Phonic Analysis

10), an embedded approach, investigating the complexity of relationships of graphophonic knowledge. Additional activities to support phonics instruction include building word lists based on common elements (Pinnell & Fountas, 1998, p. 157), segmenting words into onset and rime (Emmitt et al, 2013, p.12) and the introduction of high frequency or sight words through modelling and sight words games such as flash cards, sentence strips, bingo, word shapes and extensive reading (Fellows & Oakley, 2010, p. 219) ensuring students reach a point of automaticity (Konza, 2016, p. 157), as sight words feature sounds that contradict the rules for learning the 44 phonemes and the point of automaticity allows higher-level comprehension processes to occur due to available cognitive

For example linking sounds and letters they are currently as follows, Hear and say sounds in words in order in which they occur, Link sounds to letters naming and sounding the letters of the alphabet. Use the phonic knowledge to write simple regular words and make phonetically plausible attempts to write more complex words.

phonology - rules relating to the sounds of words and their constituent vowels and consonants.

Synthetic phonics: Students learn the individual phonemes and then strategies to blend those sounds into words.

The four-cueing systems that educators should incorporate within their classroom are phonological (sound), syntactic (structural), semantic (meaning), and pragmatic (social/cultural). According to Tompkins, these systems make it possible for children and adults to read, write, listen, and talk. For beginning readers and writers emphasis should be placed on the phonological system because it applies to phonics skills to decode and spell words (Tompkins, 2014). Ways that educators can apply the phonological system within their lesson is by pointing out rhyming words, decoding words when reading, dividing words into syllables, and pronouncing words. The syntactic system can be used in the classroom by adding inflectional endings to words, creating compound words, and teaching appropriate sentence structure. Educators can teach the semantic system by teaching students the meaning of a word, and studying synonyms, antonyms, and homonyms. The pragmatic system can be taught by varying language to fit a specific purpose, reading and writing dialogue in

Burgess and Hitch (1999) added to and tested the original model of the phonological loop. They created multiple lists: one with the combination of short and long words, one with short words, and one with long words. Burgess and Hitch predicted that the short list would have a higher recall rate, while the long list would take longer to memorize. However, the mixed list would take less time to recall but longer time to memorize (Burgess & Hitch,1999).

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

What is Phonics? Phonics is the teaching of the association of sounds with letter identification. With that, there is an extreme amount of emphasis on word decoding skills to help a student sound out unfamiliar words. Phonics is actually a word-recognition strategy that becomes a teaching method only through heavy emphasis. Using phonetic principles, youngsters learn to associate the correct sound with each part of a word and to recognize and pronounce words. (Farr 2004) Phonics systematically teaches a child to break the code of written language. (Ghate 2003) Children are taught to identify letter-sound correspondence with phonics, which helps them put together a word by using sounds.

As a matter of fact, establishing relevance and credibility are important factor to get an efficacious introduction. When the presenter establishes relevance, he/she is seeking for two things, to motivate and to create a clear statement explaining how and why the speech should affect the audience. In order to keep motivated the audience, the orator should establish he/she credibility or ethos; emotion or pathos; and logic or logos. Subsequently, the last goal of the introduction is to establish a thesis, this means to enumerate the main points.

ences among theoretical models to a certain extent. However, the theoretical models of reading processes actually make some commitments about the sources of reading problems. For example, a dual route model allows two very different sources of word reading difficulties: Either the direct (print-to-meaning) route or the indirect (print-to-phonology-tomeaning) route can be impaired (Coltheart et al. 1993). This provides a model for both developmental and acquired dyslexia. In acquired dyslexia, surface dyslexics are assumed to have selective damage to the direct route; phonological dyslexics are assumed to have selective damage to the phonological route. For developmental dyslexia, children may have a phonological deficit or an ‘orthographic’ (direct

English, however is a very unique language that has been borrowing words from almost all the languages. This characteristic of English has been influencing and altering the spellings over centuries. There are many words in English which do not follow the phonic rule and make the language look complicated. Such words are taught as sight words. Sight words are introduced using different techniques for cognitive stimulation to help the child remember the new words.Magic Spell Phonics School has multi-sensory practice pages of intensive

Hooked on Phonics began in 1987 for children who were struggling to learn to read. One of the reason I choose this app was because I remember hearing about Hooked on Phonics when I was younger. I remember watching commercial on television about this excited new way of teach children how to read. After twenty- five years later Hooked on Phonics became a household name in the home of children and in school district.

Phonics is the relationship between the written letters and the oral sounds they make in spoken language. The difference with phonemic awareness and phonics is that phonics involves print while phonemic awareness doesn’t include print just auditory sounds.

‘A critical discussion about the introduction of systematic synthetic phonics into the primary curriculum since 2007 and the implications of this for the teaching and learning of English’

4.4 - Synthetic phonics is a method of teaching reading which first, teaches the letter sounds, and then builds up to blending these sounds together to achieve full pronunciation of whole words. For reading, children are taught to look at the letters from the left to right, convert them into sounds and blend (synthesise) the sounds to work out the spoken form of the words. For example; if children see the word hat, they need to know what sound to say for each letter (/h/ /a/ /t/) and then to be able to blend those sounds together into a word. Once words have been read this way enough (and this can vary from child to child), they become known and can then be read without sounding out and blending or synthesising.