Reading Comprehension

In the history of education, the teaching of reading has been a principal focus for many years. Numerous research efforts are evidence of widespread interest in all aspects of the reading process, especially in the beginning stages of learning to read. Generally there are two types of reading: reading aloud and reading comprehension. As you know reading aloud is more related to young learners who want to learn L2 and reading comprehension is more related to higher ages.

Phonics is a method for teaching reading and writing by developing learners’ phonemic awareness. Phonics is absolutely essential for helping children begin to read. Once the code of reading has been cracked through phonics, children will then have the ability to explore

Words are like codes and phonics teaches children how to crack the reading code. Phonics is therefore an important part of any reading development program. The history of phonics came back to a commercial program developed by UK primary/elementary teachers Sue Lloyd and Sara Wernham, and published by Jolly Learning Ltd. Phonics is a series of rules that children have to memorize and apply when they are sounding out new words. Children are taught a rule, i.e. Silent e, and then they

Significant of the problem:

The aims of the present study were to develop young learners with no literacy ‟ word reading, word recognition, and word spelling abilities and to investigate problems of the students during phonics instruction.

(Anderson, Hiebert, Scott, & Wilkinson, 1985), written almost a decade ago, nicely described the goal, purpose, and limitations of phonics instruction: The goal of phonics is not that children be able to state the "rules" governing letter-sound relationships. Rather, the purpose is to get across the alphabetic principle, the principle that there are systematic relationships between letters and sounds.

Phonics ought to be conceived as a technique for getting children off to a fast start in mapping the relationships between letters and sounds. It follows that phonics instruction should aim to teach only the most important and regular of letter-to-sound relationships, because this is the sort of instruction that will most directly lay bare the alphabetic principle. Once the basic relationships have been taught, the best way to get children to refine and extend their knowledge of letter-sound correspondences is through repeated opportunities to read. (p.