Simply put, systematic phonics instruction increases student success rates pertaining to learning to read. In the study examined, a systematic -phonics approach was directly compared with a non-systematic phonics approach for students enrolled in kindergarten. Technology was used to apply both approaches systematically. They were delivered using computer software programs teaching the same materials to both groups of students. Both student groups progressed comparatively on productive letter-sound knowledge. The group performances were notably different however, in the areas of phonemic awareness, spelling, and reading.
In these areas the systematic- phonics group made more progress than the non-systematic phonics group. Synthetic Phonics Provides Results Over Analytic Johnston, Rhona S. ; Watson, Joyce E. , “Accelerating the Development of Reading, Spelling and Phonemic Awareness Skills in Initial Readers” Reading and Writing: An Interdisciplinary Journal, 17(4) 2004:327-357. Analytic Instruction This instruction is also known as implicit instruction… Children learn to identify words by their shape, their beginning and ending letters, and by the context which This approach teaches letter-sound relationships in the context of the word in which it is found.
Compares unknown words to known words. Avoids pronouncing sounds in isolation they are used in sentences, often with the aid of pictures. Analytic Instruction This instruction is also known as implicit instruction… Children learn to identify words by their shape, their beginning and ending letters, and by the context which This approach teaches letter-sound relationships in the context of the word in which it is found. Compares unknown words to known words. Avoids pronouncing sounds in isolation they are used in sentences, often with the aid of pictures. This article consisted of two experiments utilizing kindergarten age school children.
In the first experiment one group of students was instructed using a synthetic phonics approach. This group of students had better reading, spelling and phonemic awareness when tested than two student groups taught analytic phonics. The synthetic phonics student groups were able to read by analogy. This group also showed greater success in the reading of irregular words and non-words. One of the student analytic phonics groups received supplementation by phonological awareness training; these students therefore had greater gains in phonemic awareness than the other analytic phonic group, but not in reading or spelling.
The synthetic phonics materials were taught to the analytic phonics student groups after their initial instruction had been completed and tested. The student group that had had phonological awareness training did not perform better than the other two student groups when the same tests were repeated 15 months later. They also did not perform better than students that had started school with weak phonological awareness skills. Speed of letter learning was controlled in the second experiment. It was found that the synthetic phonics group still performed better when assessed than the analytic phonics group.
When combined with classroom lessons in which students tend to lose interest, they can make for a fun and exciting classroom. . Activity Purpose: The purpose of the activity is to allow the students to be able to not only recognize letter sounds but be able to take what they hear and form written words. Activity Objective: * Students will use the boards to create words based on the sounds they have learned in their reading program. * Students will learn to associate letters and sounds. Activity Procedure: * Word building game: Students will spell out each word on their white boards as the teacher either sounds it out or says each word.
This game is designed to help the students learn to recognize that words they are given build from each other, and new words can be formed by simply changing one letter of the word that preceded it. Sample lists: Teacher will start by saying oat. Change to boat. Change to boat to boast. Change boast to coast. Change coast to coat. The teacher will continue throughout the lesson to build. Materials: * Wipe off boards, both with and without lines, for each student. * Dry erase markers, one or two per student. * Dry erasers or paper towels for each student. Phonics in the End
Although there are many different types of approaches to phonics instruction, all phonics instruction focuses the student’s attention on the relationships between sounds and symbols as an important strategy for word recognition. When teaching phonics, teachers need to decide what is in the best interest of each student. No two students learn the same. While research can be used as a guide the ultimate decision rests with the classroom teachers. The students and their families rely on teachers to provide instruction that will allow for the students to achieve the greatest amount of success possible.