Teaching Phonics Essay

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

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.

Gross (2010) state that children should systematically be taught to read through phonics and not by memorising “whole words”; by the late 1970’s teachers were no longer fond of that approach as it was not working because children were still struggling to read, it was dull and repetitive and new words were introduced at a

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).

A precursor to phonics is phonemic awareness which teaches a young child how to hear the sounds in the words. Weaknesses in phonemic awareness typically indicate that the child will have difficulty learning to read. As students phonemic awareness

All these skills are very important to develop proficient decoding before children begin to master more advanced skills such as, fluency, comprehension, vocabulary. And the phonic instruction gives necessary foundations for reading success, but alone does not teach children to read. That is why it must be a part of the balanced approach.

The studies were conducted with normal developing, at risk, disabled, and low-achieving readers. The panel also examined research on systemic phonics instruction. Systemic phonics instruction is teaching phonics elements in a planned sequence. There are five approaches to systemic phonics instruction. They are synthetic phonics, analytic phonics, phonics through spelling, phonics in context, and analogy phonics. Synthetic phonics is converting letter into phonemes, then blending phonemes to form words. Analytic phonics is the analyzing of letter- sound relations in identified words. Phonics through spelling is the transforming of sounds into letters to write words. Phonics in context is using sound- letter correspondences along with context cues to identify unfamiliar words. Analogy phonics is when you use parts of already known words to identify new words. The panel presented their findings based on 66 treatment –control group comparisons. It was found that systemic phonics instruction played a big part in children’s growth in reading. The effects of this instruction were found to last beyond the period of training. It was also shown that in order for systemic

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

ur components of phonic. To begin, synthetic phonics, which is the systematic and explicit approach, where students transfer letter to letter combinations into sounds and then blend the sounds together to form recognizable words. When students learn how to use a phonogram, or rime this is called analogy phonics. For example, to teach the unfamiliar word bright the teacher might first introduce the rime –ight in the familiar word right and then will point out that right and bright contain –ight and ask students to pronounce –ight and blend it with the onset br to brick. Furthermore, analytic phonics is when the teacher introduces a particular sound/spelling relationship within a familiar word. For example, the teacher might print the word

There have been many debates over which literacy instruction produces the most favorable outcomes in terms of test scores. During the 1960’s, teachers favored the phonics approach in helping students become literate because they believed that it made the most

The phonics debate in primary schools"At one time the question was: 'Shall we teach reading through phonics or through some other method?' Then it became: "Given that phonics has been proven to be the best method, which is the best phonics method?" Now research has shown incontrovertibly which is the best method, and this method is being successfully applied." How true is the picture presented above?My assignment is an attempt at answering the above question as I seek to examine the debates concerning the best method to teach reading. My main aim in particular, is to investigate the reading method known as 'phonics' and to compare its pros and cons as well as inspecting to see if the research which seems to have found the best phonics

For years there has been an ongoing controversy on whether whole language or phonics was the best approach for teaching beginning literacy. Although, this has been an ongoing controversy one could make the assumption that there are no valid points proving, that one approach is severely superior to the other. Smith’s (2003 p.4) study states that

Those who oppose phonics also feel that the drills and texts used to teach phonics bore students which just increases to their lack of comprehension. At a certain age, students need to focus more on reading for meaning and enjoyment, but the method of phonics does not focus on incorporating these two areas.

The school systems have had educational backgrounds molded after whole language, and its time for a phonics approach. It is now more crucial than ever for a change in the system. It would be impossible to expect the educational system to completely change the way children are learning to read, but the system must make small,

Understanding phonics is an essential part of a child’s education, as the knowledge they develop will assist them to read and write. Educators must have an understanding of phonics to teach it effectively. Teachers need to support students to learn what sounds, letters make, which is a phoneme. Educators also need to assist students to make the connection with the letters and their names, which is called graphemes (Tompkins, Campbell, Green, & Smith, 2015, p. 142). Understanding that each letter makes a different sound and connecting this to the letter is known as phonics, which is required for reading and writing. According to Miskin (2016, p. 9) the English language has more than 150 ways to represent the 44 phonemes, which are represented using the 26 letters of the alphabet or graphemes. Australian educators need to implement a successful phonics program, which is engaging by involving different strategies that are suitable to student 's level. According to New South Wales (2009, p. 16) phonics must be taught in kindergarten and begins with songs, rhymes, and books. Synthetic and analytic are two different teaching strategies, which are used to teach students phonics. These strategies are very different to one another and are a similar method of the top down bottom up approach. Top down allows students to use prior knowledge by using the phonemes to make a word while the bottom up approach allows students to use what they already know or have seen in prior learning