The use of the term in reference to the method of teaching is dated to 1901 by the Oxford English Dictionary. The term phonics during the 19th century and into the 1970s was used as a synonym of phonetics. Teachers can use engaging games or materials to teach letter-sound connections, and it can also be incorporated with the reading of meaningful text. However, researchers point out that this impression is false. Some critics suggest that systematic phonics is "skill and drill" with little attention to meaning. The National Reading Panel in the United States concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. Some recommend 20–30 minutes of daily phonics instruction in grades K–2, about 200 hours. In addition, researchers say that "the phonological pathway is an essential component of skilled reading" and "for most children it requires instruction, hence phonics". However, the Department of Education in England says children should practise phonics by reading books consistent with their developing phonic knowledge and skill and, at the same time they should hear, share and discuss "a wide range of high-quality books to develop a love of reading and broaden their vocabulary". Some phonics critics suggest that learning phonics prevents children from reading "real books". sublexical), it is often contrasted with whole language (a word-level-up philosophy for teaching reading) and a compromise approach called balanced literacy (the attempt to combine whole language and phonics). Since phonics focuses on the sounds and letters within words (i.e. Reading by using phonics is often referred to as decoding words, sounding-out words or using print-to-sound relationships. whole languageĬhildren should practise phonics by reading books consistent with their developing phonic knowledge and skill and, at the same time they should hear, share and discuss "a wide range of high-quality books to develop a love of reading and broaden their vocabulary" - National curriculum in England, 2014. 4.1 Combining phonics with other literacy instruction.1.3 The alphabetic principle (also: The alphabetic code).pen-cil and al-pha-bet), orĬ) having students read books, play games and perform activities that contain the sounds they are learning. bl as in black and st as in la st), or syllables (e.g. h at, m at and s at have the same rime, " at"), or consonant blends (also consonant clusters in linguistics) (e.g. the word cat has three letters and three sounds c - a - t, (in IPA: / k/, / æ/, / t/), whereas the word flower has six letters but four sounds: f - l - ow - er, (IPA / f/, / l/, / aʊ/, / ər/), orī) learning the sounds of groups of letters (in words) such as rimes (e.g. Phonics is taught using a variety of approaches, for example:Ī) learning individual sounds and their corresponding letters (e.g. In English, this is also known as the alphabetic principle or the Alphabetic code. It is done by demonstrating the relationship between the sounds of the spoken language ( phonemes), and the letters or groups of letters ( graphemes) or syllables of the written language. Phonics is a method for teaching people how to read and write an alphabetic language (such as English, Arabic or Russian). For the distinction between, / / and ⟨ ⟩, see IPA § Brackets and transcription delimiters. For an introductory guide on IPA symbols, see Help:IPA. This article contains phonetic transcriptions in the International Phonetic Alphabet (IPA). For the study of speech sounds, see Phonetics and Phonology. This article is about the method for teaching reading and writing.
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