Analogy-Based Phonics Instruction
Goal: When reading a 5th grade passage and a word is unknown, Scott will be able to use the context clues, word roots, prefixes, suffixes and inflectional ending within a passage for 3 out of 4 trials. In reading, Scott is diligently working on expanding his vocabulary words. When Scott comes to a word that he doesn’t know he is able to figure out the meaning within the context, but he doesn’t know how to pronounce the word. He has been working on expanding on his vocabulary range of words that are of grade appropriate.
In Dr. Louise Spear- Swerlings’ article, she stated that in Kindergarten through third grade, student should be taught five key elements for effective reading abilities, which are phonemic awareness, phonics knowledge, fluency, vocabulary and comprehension. Dr. Spear- Swerling, continued by saying phonic awareness is well develop in normally achieving reader by the end of first grade and by the end of third grade they should have acquired basic phonics knowledge. In addition to children excelling to become good readers, the instructions should be explicit and systematic, following a logical sequence of instruction. For instance, reading a decodable text that’s consisting of words with one syllable before advancing to an authentic text.
Between early 1900’s until 1940’s phonics in education, lack need, however by the 1960’s research on phonics picked up and once again, phonics became a hot topic on(Sears, 2006). Phonics examined by Rodriguez and Denti (2011) gives precise reading instruction to battling readers. In addition, numerous instructors would guarantee for the majority of students some deliberate educating of phonics ought to frame a piece of their direction (Clark, 2015). Do you agree with this statement? (I will take a brief moment to gather the teachers thoughts).
so I decided to create a set of letters with pictures attached to them so that he could identify the sounds easier and we could understand what letter he was trying to say. For example, c’s were often pronounced as t’s so ‘cat’ was pronounced ‘tat’ and g’s were pronounced as d’s so dog would we said ‘dod’. In order to concentrate on a single letter and try to find a word that he could pronounce correctly, I created word mats of pictures starting with a single letter and we played games of trying to guess which picture I was
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2A Capitalize the first letter in their name. Phonics and Word Recognition 3B- Recognizes own name and common signs and labels in the environment. Phonological Awareness 2C-
Phonological awareness is a vital skill to learning to read; however, a child’s dialect use can negatively impact their phonological awareness skills and makes it more difficult for children to learn to read (Mitri & Terry, 2014). To explain, in a study of 119 African American second graders, the children who used AAVE more frequently performed more poorly and chose more dialect sensitive responses, or words that contain features that vary depending on dialect use, on the phonemic awareness tasks than the children who used AAVE less frequently. For example, Mitri and Terry (2014) provided the children with a common word, such as bed, and asked the participants to select the word that resembled the initial word from three possible responses: a SAE match, such as red, a dialect sensitive match, such as net, and a neutral match, such as egg. In this instance, the children who spoke AAVE more frequently were more likely to choose “net” than their peers who used AAVE less frequently due to the common devoicing of final consonants. Additionally, the children with higher phonological awareness had increased reading ability (Mitri & Terry, 2014).
The sound system is more complex and inconsistent in English than in other languages. There are more than 40 different phonemes in spoken English, and there can be a number of different phonemes to represent the same sound (for example, f and ph'). Phonics helps us to look at the different letter patterns together, along with their sounds. Synthetic phonics puts the teaching of letters and sounds into an orderly framework. It requires the reader to learn simpler individual sounds first, then start to put them together to form words, and finally progress to the most complex combinations.
Therefore, Dr. Giselle is able to provide an adequate analysis of the research data. Stephanie L. Hensel is a researcher in the Department of Education at the University of Michigan with an expertise in phonology, morphology, and sociolinguistics. The audience of the article is likely people who are interested in the field of sociolinguistics, particularly AAE. Overall, the article is more informative that
While traveling towards the path of seeping knowledge and analyzing critical ideals, we’ve become absent minded towards the components that gave us the ability to read. Since reading is always a part of our everyday routine, we have lost the idea that when it comes to learning how to read, we must start from the basics. From reading a case study, to reading a letter from a loved one, comprehension, phonological awareness, phonics, fluency, vocabulary, and oral language are the six essential components of reading. Before a child develops the ability to read, they begin to develop comprehension. Comprehension can be defined as the ability to understand.
Phonics can be taught both implicitly or explicitly. Implicit phonics begins with a whole word and then looks at beginning sounds, ending sounds and context clues. Explicit phonics does the reverse by building from a single letter to a
“Phonemic awareness is also nurtured in spontaneous ways by providing children with language-rich environments and emphasizing wordplay as teachers read book aloud and engage children in singing songs, chanting poems, and telling riddles” (Tompkins, p.115). I learned that most teachers begin with consonants and then vowels to teach C-V-C pattern words. There are 8 useful rules for phonics that are two sounds of c, two sounds of g, CVC pattern, Final e or CVCe pattern, CV pattern,
The questionable and ambiguous nature surrounding the notion that children play an active role in acquiring language has been debated by many theorists of different perspectives. These three perspectives include the learning view, the nativist view and the interactionist view. In this essay I will discuss each perspective with reference to psychological theories and research that relates to each view. The learning perspective of language acquisition suggests that children acquire language through imitation and reinforcement (Skinner, 1957). The ideology behind this view claims that children develop language by repeating utterances that have been praised by their parent, therefore gaining a larger vocabulary and understanding of phrases over
Oral language is an important and necessary cognitive developmental step in literacy. People, children as well as adults, adults use oral language on a daily basis. People use oral language as their primary form of communication. Children learn oral language before they learn written language. According to our text book, “Teaching Children to Read: The Teacher Makes the Difference” by Reutzel and Cooter there are four oral language developmental theories.
Research Questions From the literature review, it was established that there were several factors affecting language learning and acquisition. More specifically, it was revealed that factors such as exposure at an early age, motivation, attitudes, incentives and educational system can influence language acquisition. However, most of the research were conducted in the west and were focused on students as subjects to the study and foreigners working in the country where they need to learn the language to lengthen their range of employment opportunity.
The Aural-Oral Approach in English Language Teaching In English language teaching there are several approaches that can be applied in a classroom. Each one has purpose and gives concern to certain skills (listening, speaking, reading and writing) development. One of these approaches is Aural-Oral Approach. The Aural-Oral Approach is based on developing two language skills: listening and after that speaking which is the earlier stage of learning a language (Geri, 1990).
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