The Beneficial and Detrimental Effects of Phonology 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

children learning to read and write, as well as being an important predictor of reading in

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.

We chose to assess phonological awareness because it is a crucial component in children’s development of writing, spelling, and reading skills (Paul & Norbury, 2012). Phonological awareness refers to an individual’s awareness of the sound structure or words; it can be characterized by words, syllables, onset/rime, phoneme manipulations, and the ability to rearrange these different levels into various patterns.

Big Ideas Phonological Awareness: Phonological awareness is made up of various skills that help students work with our spoken language by manipulating sounds and oral parts of words. There will be students who pick up on phonological awareness very quickly and others that may need a lot of instruction and time in gaining the understanding of our spoken language. It is a foundational skill needed to be able to read and teachers need to make sure they give students support who struggle with phonological awareness so they have the skills needed to manipulate sounds and oral parts of words to begin reading. Decoding Words: Using the skills gained in phonological awareness, manipulating sounds and spoken parts of words, students can start using their knowledge of letter-sound relationships and the oral parts in words to start reading.

Researchers have shown that lack of preparation in the teaching of phonological awareness hinders the way teachers present phonological awareness when teaching their studnets reading. Researchers suggest interference due to the teacher's perspective, lack of training, values, and background may exist an be detrimental in properly teaching phonological awareness. Flesh’s 1955 publication of Why Johnny can’t Read and What You Can Do About it was influential in exposing the ineffective way how teachers teach their students literacy and reevaluation of reading programs in education and their deficiencies (Smith, 2002). Flesh’s book ignited educators and non-educators to look seriously at this literacy deficiency. A renewed interest

Even though advanced cochlear implant (CI) and hearing aid (HA) technology is making tremendous strides in the DHH community, these hearing devices still cannot completely restore normal hearing or fully represent all aspects of normal speech sounds. Therefore, children within this population are potentially at a higher risk for speech disorders, speech delays, or language difficulties. The acquisition of phonological awareness (PA) and PA abilities is an important developmental step in speech and language. Moreover, PA skills have been shown to significantly affect early literacy abilities in normal hearing children. PA is commonly defined as the conscious ability

To measure children’s phonological awareness, teachers should look at children’s ability with different skills. For example, a child with strong phonological awareness is able to understand and can use, alliteration, the concept of spoken word, rhyme, syllable blending and syllable segmenting. Children start to read by listening others, and then recognizing sound in words, sounding words out for themselves and recognizing familiar words, so it is important for children to learn the phonological awareness because it can help kids to become a successful reader.

When phonological awareness is worked on skills of attention, perception and visual amplitude are developed that allow to acquire greater fluency for reading.

Phonological awareness is when children learn to associate sounds with symbols and create links to word recognition and decoding skills. It consists of skills that develop through the preschool period. Phonological awareness is an important part of learning to read and write, children who have a broad range of phonics are able to identify and make oral rhymes, are able to clap out the syllables in a word and can recognise words with the same initial sounds. Phonological awareness is a good indicator whether your student will have a potential reading difficulty and with the many activities and resources available to us you can develop a child’s awareness early on in a child’s education.

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).

“For those of us who already know how to read and write, this realization seems very basic, almost transparent” as cited by Adams, Foorman, Lundberg & Beeler (1998). However, research tells us the spoken language is a sequence of little sounds that is not natural to humans. “A strong understanding of phonemic concepts must be solidly in place prior to formal instruction in reading. It is critical that a child make the association that words on the page are simply talk written down” (Tankersley,

Instructional processes for reading instruction have been argued about throughout time, though it has since been studied and determined that success in reading relates to acquisition of phonological awareness and word knowledge (National Reading Panel, 2000, p. 2-1). Word knowledge is the association of sounds and meaning, later transcribed to a symbolic system used to decode reading. Though without phonemes, the written language becomes ‘arbitrary’ (Yopp & Yoop, 2000, p. 131). Whilst these features are detrimental to language and literacy learning in

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.

I would like my student to learn how to find enjoyment through reading by strengthening her phonological awareness and phonemic awareness. I would like to help my student find literature that she enjoys, but also learn how to sound three syllable words, grow her vocabulary, understand key elements within a text, find strategies to comprehend text, and improve overall as a reader. I would like my student to not only improve her reading skills but also incorporate writing skills as well.