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Phonics
In "Strategies used for phonics instruction in early childhood classrooms," Morrow & Tracey (1997) examine patterns of phonics instruction in early education. The authors first provide a history of phonics instruction, noting that phonics instruction stretches back as far as the 18th century. Since then, the debate between phonics vs. whole word reading instruction methods has been ongoing and unresolved. Whole word, or whole language, instruction suggests that phonics should ideally be taught within the context of reading for content and meaning. In other words, phonics instruction should not be a separate intervention. Educators and parents in favor of phonics believe the opposite: that phonics should be taught in a "direct" and "systematic" way (Morrow & Tracey, 1997, p. 645). Morrow & Tracey (1997) note that there is a third, middle way, called "centering," which blends both of these reading instructional strategies for optimal learning. The...
The observations are non-judgmental; the authors do not seek to show which method is more effective than the other but only to tabulate patterns of usage.
Morrow & Tracey (1997) culled formal observations from 76 different classrooms, 29 preschool, 20 kindergartens, 13 first grade, and 14 second grade. Socioeconomic, geographic, and cultural diversity was deliberately maintained. Observations were conducted over the period of four months. Classrooms were observed all day once every three weeks. A total of 456 visits were recorded for the current study. The results of the observations were coupled with self-reports given by teachers. The researchers grouped together the first and second grade classroom results. Observers categorized the results as explicit instruction, contextual instruction, and the combined approach.
The researchers found…
Reference
Morrow, L.M. & Tracey, DH (1997). Strategies used for phonics instruction in early childhood classrooms. The Reading Teacher 50(8).
Wondering what to do the articles tells that the study of David Pearson entitled "What Research Has to Say to the Teaching of Reading published by the International Association 1992 was the "most compelling research available." Pearnson's research claimed that "thoughtful proficient readers make connections, draw upon prior knowledge, create visual imagery, make inferences, ask questions, determine important ideas, and synthesize what they read." Lansdowne set out to test
The Importance of Phonics Intervention in Education Introduction Phonics intervention is a crucial aspect of early childhood education that focuses on helping students effectively decode and understand the sounds of letters and letter combinations. Through phonics intervention, children are able to develop strong phonemic awareness skills, which are essential for reading and spelling proficiency. Research has shown that phonics intervention plays a vital role in improving literacy outcomes for students, especially those who
Balanced Literacy Program Phonemic awareness and phonics are two components of a balanced literacy program in K -- 3 classrooms. Phonemic awareness is the understanding that words are made of sounds. Phonics builds on this awareness by teaching the relationships between sounds and letter-symbols. Research supports direct instruction of these components as a precursor to reading success. Commercially-published programs and books, software and apps, and numerous Internet sources can provide teachers
" (Official Website, 2004) But although this act specifies quantifiable results, and phonics may be more easily tested in quantifiable methods, there is no proof as to the superiority of this method. "Saxon Publishers salutes our federal government in its belief that every child can learn." (Official Website, 2004) It states that Saxon Publishers salutes our federal government in its belief that every child can learn, an assertion repeated upon the act's
Repeated Reading Instruction a Powerful and Effective Alternative Teaching Strategy for Students with Learning Disabilities? This paper discusses how repeated reading instruction is a powerful and effective alternative for teaching reading to students with learning disabilities. When asked about reasonable adaptations that teachers can make to support learning from instructional materials, some of the most frequently cited adaptations are those involving peer support such as cooperative learning groups, student pairing.
Technology Grant / Literacy iPads for Literacy Instruction in Grade 2 Young children live and participate in a world that is filled with a wide range of technologies. Development of technology moves at a rapid pace and now, more than ever, technology has become easier to use, more powerful, and available at lower costs. Technology is an "unremarkable feature" in children's lives (Parette, Quesenberry, and Blum, 2010.) It is the intent of