Teaching Phonics Is An Essential Part Of A Child 's Education

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, children are taught to take a single-syllable word such as hot apart into its three individual letters, pronounce a phoneme for each letter in turn /h, o, t/, and ‘blend’ the phonemes together to create a word – ‘hot’. Another method of teaching phonics is to use ‘analytic phonics’, which is where early readers are introduced to the whole word, before being taught to analyse them into their component parts (Wyse et. al, 2007). Hall (2006) argues that early readers typically move from discriminating among large units, such as whole words, to smaller units, such as parts of words and individual letters. Putting forward the case that a synthetic only approach would be disadvantageous to some early readers, and that the analytical approach is often accessed first by many readers, she goes on to state that the sensitivity to onset and rime (the initial sound followed by the final group, as in c-at and b-at), which is the focus of an analytic approach, comes first developmentally. It would be important to mention that Hall (2006) also states synthetic phonics is crucial since the beginner reader needs to get to the phoneme, or individual sound (the focus of a synthetic approach). Furthermore, Hall (2006) also states that pattern recognition is

There are a million adults who cannot read, one in six Londoners is functionally illiterate and people who cannot read or write are excluded from opportunities and may eventually become alienated and turn to crime (Johnson 2010, cited by Gross 2010). Gross (2010) expresses her concern and believes it is not where the children live, it is how they were taught to read and how they were properly motivated to learn to read. She endorses the synthetic systematic phonics approach as opposed to that of the whole word approach and believes we must place our focus on reading as it is indispensable.

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.

’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

To determine Bailey’s reading level, she was given reading assessments including the Bursuck & Damer Advanced Phonics Diagnostic assessment and a Qualitative Reading Inventory (QRI-6) which includes a word identification list. The phonics assessment was given to help analyze her phonic awareness and phonics skills to determine if she had an understanding of letter/sound correlation which will affect decoding ability. The evaluation tested numerous phonics aspects including several vowel combinations, consonant diagraphs and blends, other letter combinations, contractions, inflectional endings, hard and soft ‘C’/’G’, prefixes, and suffixes. These skills help to read words that are not recognized by sight. Word identification list can also help determine the passage level to begin with. The QRI-6 analyzed other components of reading including fluency, background knowledge, skill use, and

Systematic phonics instruction is beneficial to children regardless of their socioeconomic status; it helps children from different backgrounds overcome reading difficulties. Different strategies to phonics instruction might be used in the classroom, such as synthetic phonics (children first are learning how to convert letters into sounds, and after they are learning how to blend the sounds together to create words); analytic phonic (children learn words and after analyze letter-sound relationships in these words); analogy-based phonics (children identify unknown words using the parts of word families they learnt before); phonics through spelling (children divide the words into phonemes , and after writing letters for phonemes they are creating words).

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

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

Phonics is described as “understanding letter-sound relationships, as well as larger letter pattern/sound pattern relationships” (Ruddell, 2009). Though in my opinion there is a lot more to phonics than this. There are several aspects to phonics, different types of phonics, negatives to the idea, and several ways to teach it. In this paper I will address all of these based on research I found, the discussion I had with my peers, and my own opinion.

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.

How did you learn to read? Most of us do not put much thought into this question, but learning to read is a difficult task. According to Cervetti and Hiebert, the National Reading Panel identified five essential components that a teacher should use during reading instruction, which gives the student the highest chance of being an effective reader (2015, p. 548). These five essential components are also called five pillars of reading instruction. They are Phonics, phonemic awareness, vocabulary, fluency and comprehension. This paper will describe each of the five pillars, how they are related, the benefits, as well as give some effective methods of teaching phonics and phonemic awareness. It will continue by addressing the relationship between reading assessment and instruction and end by identifying ways to address the needs and different learning styles of a student. This paper will start by looking at a definition of phonics and phonemic awareness, then move onto the role that each play in learning to read, how they are related, the benefits and effective methods of teaching both.

BibliographyBaker, M. (2005) Phonics: Strategy but no consensus BBC News 2nd December 2005Available from:http://news.bbc.co.uk/1/hi/education/4493260.stm[Accessed 02 January 2006]BBC News (2005) Head to head: Synthetic phonics? 1rst December 2005Available from:http://news.bbc.co.uk/1/hi/education/4488598.stm[Accessed 02 January 2006]BBC News (2005) Spelling out success in reading 3rd June, 2005Available from:http://news.bbc.co.uk/1/hi/education/4419955.stm[Accessed 02 January 2006]Bromly, H (200

Parents are a child’s first educator and have the greatest influence on their educational development. Research shows us that encouraging family reading should be high on any school’s agenda (National litreracy trust, 2008:37). Rich get rich , poor get poorer. Parents unable to understand systematics of phonics and underconfident in teaching their children this as they weren’t taight like this

Jane was able to identify 117/220 or 53% of the basic sight words. She exhibited a need for short and long vowels, medial sounds, and phonograms. For example she substituted “it” for “at” and “feve” for “five” demonstrating the need for support with vowel sounds. She also substituted “want” for “went,” and “pretty” for “party” further demonstrating the need for instruction on medial sounds and phonograms. Intervention will include activities with word family sorts and cvc instruction of long and short vowel patterns. High frequency words will also be addressed using a phonics approach to provide repeated practice until words are automatic in and out of