Recommended: Explicit instruction for phonics instruction
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).
A noteworthy topic discussed by author Michael Schwalbe in Chapter Five of his book The Sociologically Examined Life: Pieces of the Conversation is the importance of language acquisition in the early stages of one’s life and its sociological effects on society. Schwalbe leaves out the specific details of when exactly children/infants start to develop their language skills, however, it is important to note that most start to speak (i.e., voice their first word and/or phrase) at around the age of twelve months, with cooing and babbling happening in earlier months. These developments are all provided the children have been given the proper environment that allows these advancements to take place. If the child is isolated, however, as Schwalbe
(Diane M Barone/Marla H. Mallette, 2013). They need to have a regular routine and a place in the house where children can do their work. (Diane M Barone/Marla H. Mallette, 2013). A parent that reads and listen to their child read-aloud can help in early decoding, and fluency skills. The parents can use explicit instruction, paired and repeated readings and giving the child corrective feedback.
Rhyming builds sounds a child needs to lean literacy and prepare they to read. Responsive interaction involves tuning in and using gestures, facial expressions, and child directed speech. Phonological awareness is the ability to identify the sounds of language. The things I learned was the benefits of rhyming develops relationships, phonological awareness, vocabulary and knowledge.
There is a shift to focus on literacy over all else, even at the preschool age level, where it may not be as developmentally appropriate (Tobin et al., 2009, p.183). A relatable example of this is when the American preschool teacher at St. Timothy’s stated, “We have to explain, justify out approach more than we used to: Cutting with a scissors and playing with Play-doh teach fine motor control, which will help with holding a pen” (Tobin, 2009, p. 167) Another teacher was taking pictures of children doing activities to prove that learning was taking place (Tobin et al., 2009, p.164). This pressure to keep records and justify, was an instance that I very much related to while reading.
Prior to her approach, there exists two viewpoints on teaching literacy to young people. The first viewpoint favors using the phonic and meaning method which relies on skills and drills methods. While the second viewpoints opposes this method. In their views, the use of phonics in teaching literacy has an adverse effect on children’s ability to learn. They opined that students should be encouraged and taught to read for meaning.
Reading is an essential life skill. The ultimate goal of reading is to comprehend and make meaningful connections with text. Therefore, the development of skills needed for reading begins at an early age and progresses through stages into adulthood (Chall, 1996). Within the early stages of reading development, children begin learning and acquiring these specific skills. Moreover, many of the skills learned during early childhood are constrained skills.
A kindergartener is required to use a combination of drawing, dictating, and writing to compose an opinion; therefore, they should be able to tell certain information about the book and give an opinion. When it comes to the Speaking and Listening Standards (Sl.K) a child should know how to participate in conversations, ask question even if it’s for help or information. A child should also be able to speak, describe familiar things, express themselves and their thoughts. By the end of kindergarten, a child should have learned the concepts of nouns, and verbs. Children will also be required to write sentences, using standard English, this will include capitalization, punctuation, and
Share (1999) convincingly describes how decoding skills are supported by vocabulary, syntactic and semantic understandings. Speece and Cooper (2002) report a connection between early semantic skills and reading comprehension in their study of the connection between oral language and early reading. Decoding is vital because it is the basis on which all other reading instruction builds. If children are unable to decode words their reading will lack fluency, their vocabulary will be restricted, and their reading comprehension will suffer. Explicit, systematic and multi-sensory phonics instruction produces effective decoding skills.
(2) Orbscan: (A) Screening for subclinical keratoconus: The data depicted and displayed by the Orbscan system have added a very important value to the diagnostic tools that may detect early keratoconus. The early diagnosis of subtle changes is critical for the evaluation candidates for laser vision correction, as well as providing early diagnosis and sensitive follow up of progression in the era of procedures designated to stabilize the corneal shape such as cross-linking. Being the first widely spread “catch-all” corneal topographer that provides posterior corneal surface mapping, Orbscan introduced a new era in refractive surgery and keratoconus diagnosis.
First one is that activities should be appropriate children`s age level. Second one is that instruction should be purposeful and third one is that activities and materials should be integrated with other components of a balanced literacy programs. A teacher can teach identifying words, categorizing words, substituting sounds, blending sounds, and segmenting sounds by doing age appropriate activities with children. Teachers assess children by using screening test to determine the level of their knowledge about phonemic awareness and they use instruction assessment cycle are planning, monitoring, evaluation, and reflection. Phonemic awareness is important to learn how to read and it is prerequisite.
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.
Language development is a critical part of a child’s overall development. Language encourages and supports a child’s ability to communicate. Through language, a child is able to understand and define his or her’s feelings and emotions. It also introduces the steps to thinking critically as well as problem-solving, building and maintaining relationships. Learning a language from a social perspective is important because it gives the child the opportunity to interact with others and the environment.
Initially, children play with words by generating new words and by exploring and creating language patterns. By singing songs, intonation rhymes, playing with words, and listening to adults read word-play books, students develop their phonemic awareness. Classically, there is a natural continuum to this skill development but for student with reading difficulties or disabilities this is not always the circumstance. For some students, teachers have to provide small group instruction that is more clear, methodical, concentrated, and helpful than is usually provided in the
