Logical versus Engineered Phonics.


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Phonics (National Institute of Child Health
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Systematic versus Manufactured Phonics By: Debbie Pazderski Chris Wing

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Phonics (National Institute of Child Health & Human Development, 2000) Phonics = the relationship between the letters in our letter set and the sounds in our talked dialect (i.e. phonemes) Research demonstrates that deliberately instructing youngsters to control phonemes fundamentally enhances kids\' perusing and spelling capacities Letter sounds are the "building squares" of words Research shows that phonics direction produces critical advantages for kids K-6 th grade and for understudies experiencing issues figuring out how to peruse National Reading Panel prescribed the educating of precise phonics for routine classroom guideline

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Phonics (National Institute of Child Health & Human Development, 2000) Phonics ought to be a key segment of a far reaching perusing program Phonics ought to be installed inside significant messages and perusing exercises Wray & Medwell (1999): Teachers who put the abilities required for translating into setting utilizing important writings for a genuine object were best Two principle ways to deal with showing phonics: Analytic phonics Synthetic phonics

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Analytic Phonics (Ruddell, 2002) A.K.A.: Implicit phonics This methodology shows letter-sound connections with regards to the word in which it is found. Looks at obscure words to known words Avoids affirming sounds in confinement Ex: "b" says "bat" not "buh" Children figure out how to recognize words by their shape, their starting and closure letters, and by the setting which they are utilized as a part of sentences, frequently with the guide of pictures.

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How is Analytic Phonics Taught? (Watson & Johnston, 2000) It begins at the entire word level Instruction for the most part starts with educating the tyke to peruse an arrangement of pre-chosen words by sight Typically, understudies are shown one letter sound for each week Students are demonstrated a progression of alliterative pictures and words which begin with that sound Ex: c ar, c at, c ake, c astle

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Teaching Analytic Phonics, Cont. (Watson & Johnston, 2000) When the 26 beginning letter sounds have been educated, understudies are acquainted with center sounds and last sounds. Ex: c a t, b a g, r a g Ex: na p , cu p , pi p Initial consonant mixes Ex: \'bl\', \'cr\', "sp" Final consonant mixes Ex: \'nt\', \'ng\', "st" Vowel and consonant digraphs Ex: \'ee\', \'oo\', \'ch\', "sh" Silent "e" Ex: \'sl a t e \', \'bl ue "

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Teaching Analytic Phonics, cont. (www.dyslexics.org.uk) When the youngster goes over a new word, they are prepared to separate the word into "onset" and \'rime\'. Onset: introductory letter or consonant bunch is sounded out Rime: the rhyming family that whatever remains of the word has a place with is then sounded out Ex: The "ot" family: pot, decay, bunk

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Synthetic Phonics (www.synthetic-phonics.com) A.K.A.: Explicit Phonics Synthetic phonics shows letter-sound connections by articulating the sound in separation Contrasts systematic phonics, which shows letter-sound connections with regards to entire words Children figure out how to incorporate elocutions for new composed words by making an interpretation of letters into sounds and mixing the sounds together Generally instructed when kids are initially acquainted with perusing

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Teaching Synthetic Phonics (www.synthetic-phonics.com) First Step : Students figure out how to associate individual letters or letter blends (e.g. sh, th, ee) with sounds Teaching Example: Write the letter b on the board alongside the words bat, book , and better . Say: "The sound of b is/buh/. Suppose the sound together (as you indicate the letter b ),/buh/. This is the sound we hear toward the start of the words b at, b ook , and b etter (as you underline the b in every word). Suppose the sound together once more,/buh/."

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Teaching Synthetic Phonics (www.synthetic-phonics.com) Second Step : Students figure out how to mix the sounds together to shape unmistakable words e.g. After understudies have taken in the letters a, b, c, and t, they can be demonstrated to mix the letters together to frame the words bat, feline, and taxicab Third Step : Students are instructed to sound out and mix letters to declare new words Rapid methodology: Students ordinarily find out around 6 phonemes for each week Students learn most basic letter-sound connections in a matter of weeks

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Analytic: The entire word is seen and understudies have their consideration attracted to specific letters and their sounds Taught after an underlying sight vocabulary has been set up Breaks down from entire to part Synthetic: All of the letter sounds are educated quickly and the accentuation is on how words are developed Generally begins before understudies are acquainted with entire words or perusing plan books Builds up from part to entire Analytic versus Manufactured (Watson & Johnston, 2000)

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Analytic: Teaching can take up to 3 years Children can ace 900 words by 3 rd grade Encourages mystery and gives a "formula for disappointment" Synthetic: Can be instructed in a couple of months Children can ace up to 30,000 words before the end of the 3 rd grade What sort of phonics is better? (Hiskes, 1998)

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Support for Synthetic Phonics (National Institute of Child Health & Human Development, 2000) Well-bolstered by exploration! Viable for starting perusers, people with learning incapacities, low-achievers, kids from low financial levels Long-enduring impacts Recommended by the U.S. National Reading Panel Synthetic phonics has turned into the establishment of the "Perusing First" segment of No Child Left Behind

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References/Resources Hiskes, D. (1998). Unequivocal or certain phonics: "The problem has thus been rooted out". Right to Read Report(2) . National Institute of Child Health and Human Development, 2000. National Reading Panel Reports Combination of Teaching Phonics, Word Sounds, Giving Feedback on Oral Reading Most Effective Way to Teach Reading. Recovered from: http://www.nichd.nih.gov/new/discharges/nrp.cfm www.nationalreadingpanel.org Ruddell, R. (2002). Instructing kids to peruse and compose: Becoming a powerful education educator, 3 rd ed . Allyn and Bacon: CA. www.syntheticphonics.com www.synthetic-phonics.com The fundamental technique to showing perusing . (n.d.). Recovered December 5, 2005, from http://www/aowm73.dsl.pipex.com/dyslexics/main_method_2.htm Watson, J. & Johnston, R. (1998). Quickening perusing accomplishment: The adequacy of manufactured phonics . Recovered from http://www.scotland.gov.uk/edru/pdf/ers/interchange_57.pdf .

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