Selasa, 02 November 2010

Teach a child to read.

Phonics is method of teaching kids how to read. Kids are taught how to "sound out" new words by learning the following items:


Phonics is a series of rules that kids must memorize & apply when they are sounding out new words. Kids are taught a rule, i.e. Silent e, & then they practice reading words with Silent e. Then kids do skill sheets at their table highlighting the Silent e rule. Kids must learn letter sounds to an automatic level - they must be able to see the letter(s) & say the sound immediately.

 * Consonant letters sounds: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z
 * Blend sounds: br, cr, dr, fr, gr, pr, tr, wr, bl, cl, fl, gl, pl, sl, scr, str, sm, sn, sp, sc, sk,
 * Short vowel sounds: a, e, i, o, u
 Always teach short vowel sounds first: a - apple, e - elephant, i- igloo, o - octopus, u - umbrella)
 * Digraph sounds: sh, ch, th, wh
 letters combine to make a different sound.
 * Double vowel sounds: ai, ea, ee, oa
 These pairs say the name of the first vowel.
 * Other double vowel sounds: oi, oo, ou, ow
 * Silent e: Silent e is bossy, it doesn't say anything but makes the vowel before it say its own name.
 * R controlled vowel sounds: ar, er, ir, or, ur
 Notice that er,ir & ur make the same sound.

Here's the bigger issue: kids who struggle in reading memorize phonic rules, & then are unable to apply phonic rules to connected print. To treatment this issue, things must happen:

Critics point out that the reading/practice materials are not fascinating, "See Spot run. Run Spot run. Spot runs fast." It is a contrived atmosphere of reading practice using the phonic rules.

 . Only the most important phonic rules ought to be taught in the least complicated manner feasible. For example, in teaching vowel sounds, it is distracting to speak about "short versus long" vowels. In lieu, a kid ought to be taught the short vowel sounds first. Then when a kid encounters a long vowel as in the word find, tell him, "That vowel says its own name."
 . Phonics must be taught in a way that allows these kids to immediately practice phonic information in actual tales. Every time a kid is taught new phonic information, they ought to be given a short reading choice that highlights the phonic rule. Finishing a skill sheet is lovely, but even better is to help the kid practice applying the phonic skill to connected print.

A kid cannot learn to read without proper knowledge in phonics. It is the foundation for success in reading. They will succeed to read in the event that they knows phonics.

Whole language is a "whole - part" method of teaching kids to read. (Phonics is a "part - whole" reading method.) Teachers use connected print to introduce reading to kids. Kids are encouraged to memorize words as whole units. They do hands-on activities such as writing in journals, & analyzing words in context, by using pics, for meaning.

Whole Language

Reading is best taught using a combination of methodologies:

Whole language has strengths in that kids start to write early. They are involved in connected print, & they are using personal language skills making the method of reading more fascinating. The weakness of whole language methods is that some kids never receive a full phonic foundation. They are unable to decode unfamiliar words. Research has shown that lovely readers always use phonics to decipher new words.

 * Auditory training - training for the ears to prepare the kid's brain for phonics.
 * Phonics - knowledge of letter(s) sounds.
 * Whole Language - immediate application of phonics in to connected tales.

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