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The Pros And Cons Of Early Reading Instruction

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Extensive research has informed the teaching of reading with ‘great debates’ (ref) providing opposing views either reading as a whole text (analytical) or as teaching decoding of individual words (synthesising) as a skill to reading – phonics. Whilst the two approaches both need the child to have a phonological awareness – ‘the ability to perceive, recall and manipulate sounds and specifically within language’ (Jolliffe et al, 2015, p. 2) the analytical approach to reading involves the pupils inferring the identity of the new word through the recognition of the letters at the beginning and end of the word which can be supported through clues from the remainder of the sentence or through pictorial representations – a word to part strategy. …show more content…

Providing the underpinning of teaching English in the Primary National Curriculum SSP is detailed within the Early Years Foundation Stage statutory framework, stating that within the ‘typical range of development [of] 40-60+ months’ (Early Education, 2012, p. 29) with the support of adults: ‘provide regular systematic synthetic phonics sessions. [Which} should be multisensory in order to capture their interests, sustain motivation and reinforce learning’ (Early Education, 2012, …show more content…

Critics such as Davis favours the whole-word method stating that the approach promotes reading for meaning by utilising the context and sentence structure (Davis, 2013). In opposition Daniels and Diack (cited Beard, 1990) criticised the pedagogy of the approach arguing that children being taught the whole-word approach were akin to Pavlov’s salivating dogs – a form of conditioning.
Whereas Carbo (1995) suggests that a collaborative approach to early reading in which strategies and approaches are intertwined providing an optimal learning environment of class readers (ref). In clear support if this notion Teachers’ Standard 5 states ‘teachers must “have a clear understanding of the needs of all pupils” and “adapt teaching … [enabling] pupils to be taught effectively” (DfE, 2012) therefore in some instances one to one extra support is required – the focus of the

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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.

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1. What are the turning points in the narrative? What are the most important things the writer seems to learn? The first turning point in the narrative is when Mr. Richard Rodriguez is in second grade.

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However, when students walk into their English classes, no one anticipates for the professor to ask, what does reading mean? The majority, probably have never pondered the question before and almost everyone will likely not have a vivid memory of when they first realize they could read. Alberto Manguel did, when he walked us through his memory of being four years old and discovering he could read, in his essay “Reading Our World Around Us” (5). Manguel also speaks of reading as an acquired sense; beyond eyesight, beyond touch and taste, but a “sense that can decipher, translate and give voice to, reading” (6). Then there is Rick Moody, author of “The Joy and Enthusiasm of Reading,” who proposes that there is no “right” or “wrong” way to read a text.

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793 Words | 4 Pages

The advantage for students is that once the students get the basics down, they can go to the library and read a wide variety of children’s literature. Whole language teachers are expected to provide a literacy rich environment for their students to combine speaking, listening, reading and writing. Whole language teachers emphasize the meaning of texts over the sounds of letters. Whole Language is considered a “top down” approach where the reader constructs personal meaning for a text based on using their prior knowledge to interpret the meaning of what they are

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1157 Words | 5 Pages

Accelerated Reader Program is in many elementary schools across the United States. AR is a big thing for students in elementary now a day the schools really push their students to read and take the AR tests. In this research paper investigates to see if students exposed to AR in elementary have lasting effect on the students. To see if its really worst spending all that time reading and doing to Accelerated Reader Program. Accelerated Reader has been around since 1986 and is still being use in schools around the world.

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After we completed the guided reading section we worked with words. During our working with words lesson, Reid worked on both phonics and sight words skills. For phonics, we used clips cards and sorting as our main strategies. With these two strategies, we changed them around to meet the needs of the student. We used sorting for r-controlled vowels, identifying lowercase ‘b’ and ‘d’, and sorting vowel sounds.

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In his article “Locked in literacy: why reading isn’t always good for you,” Leo Robson explains how reading can in fact do more harm than good. He provides detailed descriptions on the side effects, quoting other authors, of how reading causes damage to: the influence of readers and their authors, a person’s mentality, and a person’s time. The world is full of people who are able to write. However, while there are numerous books, the ability to write what one desires instead of writing what other’s desire has began to dissipate.

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Whole language instruction was predicated on the principle that children could learn to read given (a) proper motivation, (b) access to good literature, (c) many reading opportunities, (d) focus on meaning, and (e) instruction to help students use meaning clues to determine the pronunciation of unknown words. For some advocates of whole language, phonics was antithetical to helping new readers to get the meaning; they asserted that parsing words into small chunks and reassembling them had no connection to the ideas the author wanted to

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Hannah Wright Phonics Research Bibliography Phonics instruction is a very important aspect of early childhood education. Phonemic awareness and phonics are the foundation of an individual’s success in reading and comprehension. Without proficiency in phonics, a student can quickly fall behind and lack the skills needed to be successful as they continue through their education. With phonics having a large effect on a student’s overall success, it is crucial that effective phonics approaches are implemented in elementary classrooms across our country.

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Readers learn the alphabetical principal and that letter represent a specific speech sound. Students begin to learn phonics rules and patterns which are not always regular. For instance, there are silent letters and vowel pairs that make different sounds depending on the context of the sentence in which it used. Not all words a phonetically regular so student need to learn sight words. As students move through the reading process, they begin to decode more complex words with multiple syllables.

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Clay mentions, students use the structures of their language for talking, writing and reading from the experiences they have in each (2014). In the past, when I observed Claire read I would see her take words and put them into parts to sound them out, look and think of certain familiar words to guess a new one, and re read sentences to see if the word she is guessing makes sense. While writing and re-reading her story this time, I observed Claire do the same. When she came to a certain word she did not know how to spell I saw Claire’s lips form the parts of the word, for example spelling out chicken. Not only did Claire mouth the words she did not know when spelling, but I also observed her tone get lower, more monotone, when it came to these hard words.

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1080 Words | 5 Pages

After administering a running record to a second grader, and revisiting the student’s analysis, the strategies suggested were phonetic exercises. Phonetic exercises would be helpful, but other strategies and approaches that focus on semantics and syntax need to be used as well. Many of the strategies highlighted in Johnson’s book 10 Essential Instructional Elements for Students with Reading Difficulties could be used. The analysis suggested that the student needs to focus on self-monitoring their reading. The student demonstrated visual errors meaning that the errors he made at times looked similar to the target word.

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1021 Words | 5 Pages

The activity was tricky in that there were some words that seemed correct because they were actually words, making me think that I didn’t have to worry about the word, but in reality, I did because it didn’t fit in with the message of the paragraph. In order for me to improve my decoding skills, the teacher should consider connecting my reading with spelling, by introducing the letter sounds as they are being taught in reading and making me identify words from the text that match what I am learning in phonetics. Having additional opportunities to practice and using decodable while I read will also be beneficial to my future

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998 Words | 4 Pages

1. Student’s skill strengths and weaknesses: (Refer to the 5 areas of reading provided earlier in the lesson and provide specific descriptions using the assessment data.) 1. After analyzing the student’s reading assessments, list one reading skill strength and explain why you selected this as a strength using information from the reading assessments. Be sure to include assessment data in your justification. Skill Strength: Phonetic awareness.

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1136 Words | 5 Pages

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.

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