Chapter Two
Literature Review: The term phonics during the 19th century and into the 1970s was used as a synonym of phonetics. The use of the term in reference to the method of teaching is dated to 1901. Phonics during from the Roman text the Doctrine of littera, which states that a letter ( litter ) consists of a sound ( protests ) , a written symbol (figure) and a name ( name ). This relation between word sound and form is the backbone of traditional. Phonics is a method for teaching reading and writing the English language by developing learners' phonemic awareness--------- the ability to hear, identify, and ,manipulate phonemes ---in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that
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More specifically synthetic phonics is now the accepted method of teaching reading in the education systems in the UK and Australia.
Basic rules of phonics
Cognitive reading skills
Sub-lexical reading Sub- lexical reading involves teaching reading by associating characters or groups of groups of characters with sounds or by using phonics learning and teaching methodology. Sometimes argued to be in competition with whole language methods.
Lexical Reading Lexical reading involves acquiring words or phrases without attention to the characters or groups of characters that compose them or by using Whole language learning and teaching methodology . Sometimes argued to be in competition with phonics and synthetic phonics methods .
Alphabetic principle: English spelling is based on the alphabetic principle . In an alphabetic writing system , letters are used to represent speech sounds , or phonemes. For example , the word pat is spelled with three letters , p, a, and t , each representing a phoneme , respectively , / p / , / æ / , and
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As a result , the written form of English includes the spelling patterns of many languages ( Old English , Old Norse , Norman French , Classical Latin and Greek, as well as numerous modern language) superimposed upon one another. These overlapping spelling patterns mean that in many cases the same sound can be spelled differently and the same spelling can represent different sounds. However, the spelling patterns usually follow certain conventions. In addition, the Great Vowel shift, a historical linguistic process in which the quality of many vowels in English changed while the spelling remained as t was , greatly diminished the transparency of English spelling in relation to pronunciation. The result is that English spelling patterns vary considerably in the degree to which they follow rules. For example, the letters ee almost always represent /i□/but the sound can also be represented by the letters I and y. Similarly , the letter cluster ought represents /□,f / as in enough , / o□/ as in though , / u □ / as in through, □ f / as in cough , / a □ as in bough , /□□/ as in bought , and / □ p / as in hiccough , while in slough and ought , the pronunciation varies
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.
This ultimately affected deaf schools because they had to resort to enforcing hearing. 5. Read the “pdf” document titled “Name Signs_Ch.3.” Name and describe the two classes of name signs?
In “The 7 Habits of Highly Effective Readers” by Kavitha Rao, she express her opinion on the topic that the current generation is not reading for fun. She mentions several experience she had with other people, that don 't see the benefit in reading for fun. She says that since people aren 't reading more leisure anymore they 're becoming less creative, inarticulate, have poor communication skills and low confidence, which is caused by parents forcing their kids to read, and the education system need to have students memorize textbooks and nothing else. After reading this article I find myself disagreeing with Rao on several points she made, I don’t believe the modern attitude towards reading is causing people to be self absorbed and unimaginative, she also claims that book clubs don 't encourage reading for fun, parents are forcing their children to read boring books which turned them away from reading and that the educational system is to blame for college students for being inarticulate.
I think something that should be looked at would be how reading is connected with the way we write which
Looking at “Learning to Read
Basically when a symbol is allowed to have meaning, it allows our brain to connect visual areas to both the conceptual and language areas within the brain. The linguistic principles helped the novice readers learn words while some groups shared pronunciations. Some students were required to use both phonics and semantics to aid in the recollection of reading and writing. However, the teachers in today’s society still debate the use of phonics vs semantics.
Phonics Document for Balanced Literacy Handbook How to teach children to read is a controversial subject. In the United States there have been Reading Wars between proponents of the Phonics approach versus the Whole Language approach. In an article written by Martin Cothran he writes about the history of phonics. Teaching of Phonics in the United States dates back to the very first school text: the New England Primer, published in 1690. The first challenges to the phonetic approach came from people like Benjamin Franklin and Noah Webster who wanted to reform English spelling partly to iron out some of the language’s irregularities.
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).
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.
Differences between Polish and English grammar It is the common knowledge that Polish language is no doubts one of the most difficult languages to learn. I have heard many reason why people find it difficult but most of them focus on the grammatical part of the language. First difference between Polish and English language is an alphabet. Polish alphabet contains 32 letters: a ą b c ć d e ę f g h i j k l ł m n ń o ó p r s ś t u w y z ź ż When we learn polish alphabet we use the names to remember the letters e.g. A for Adam, B for Beata, C for Cecylia. English alphabet contains only 26 letters and is based on the Latin alphabet: a b c d e f g h i j k l m n o p q r s t u v w x y z. Letters
As children read they use several strategies that allow them to consider information from different sources to construct meaning. These sources of information are broken into three groups known as the cueing systems. These cue systems are semantic, language, and graphophonic. Semantic Information signifies the meanings in the text and in the mind of the reader. It includes word meanings, subject-specific vocabulary, figurative language and meanings presented in images (G. Winch, p32 2010)".
In conclusion, the process of reading is incorporated throughout our daily lives. Without it, many people struggle to understand, correlate, and even express themselves in an enlightening manner. With that in mind, comprehension, phonological awareness, phonics, fluency, vocabulary, and oral language are the six essential components that compose a well-developed
entails the idea that the child has only a single word for any lexical item or concept. • In the second stage of the model, the child separates the two lexicons, but maintains a single set of syntactic rules for both
• It involves assigning relevant sense for each word in
This difference is only because of modification of long vowels. Example: The word Stan is the same word as Modern English stone, but the vowel is different which has changed their pronunciation. VOCABULARY: