Phonic Approach In Teaching

1589 Words 7 Pages
Explain phonics and how different teaching approaches may be implemented to teach it effectively.

Introduction
While teaching phonics is essential, many aspects of literacy learning is required to become literate. Developing a successful literacy program in an explicit and systematic way includes all aspects of phonics while creating a balanced and integrated program.

Thesis statement
The focus of this essay is the explanation of phonics and how different teaching approaches may be implemented to effectively teach. Firstly, educators need to be aware that phonics form a significant part of any reading program; as phonics is an essential tool for decoding unfamiliar words. Secondly, teachers may use a scaffold approach and the use of theorist’s
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p. 225). Central to Vygotsky’s theory of cognitive development (1978), Zone Proximal Development or ‘assisted learning’, allows educators opportunities to stimulate learning through shared participation and interaction with the student, this guidance may initially provide a scaffold to support the child’s early efforts to a new task. (Kearns, 2012, p. 172). Educators use a scaffold approach to literacy by modelling, sharing, guiding and encouraging independence, learning by reading aloud, shared reading, guided reading and independence, reading along with modelled writing, shared writing, guided writing and independent writing (Hill, 2015, p. 83). However, the teaching of phonics is through a combination of explicit instruction and activities, with effective programs being systematic in the skills being taught in a predetermined sequence. (National Reading Panel, as cited in Tompkins, Campbell, Green and Smith, 2015, p. 147). However, educators meet diverse learning by establishing student’s prior knowledge of phonics and providing opportunities to allow students to draw upon their experiences (Tompkins et al., 2015). …show more content…
2015, p 3). Code-breaking also builds on understanding that when reading words, they are tracked from left to right, plus recognising sound and blends, whole words, sentences and punctuation. Another role is text-participant where students learn that reading and viewing is to gain knowledge and meaning while constructing text and convey messages (Tompkins et al. 2015, p 99). The student draws on prior knowledge and experiences to the text, allowing topic discussion, themes and unfamiliar words also prior knowledge before introduction of new and unfamiliar text. However, students learn to read and write different text, for a particular purpose and audience by being a proficient text user. This role is allowing the student to acquire new knowledge while being aware of the purpose of the text (Tompkins et al., 2015, p 3). A text-analyst role are higher order skills that require students to be critical thinkers, identify bias and consider alternative points of view, while reflecting on their own beliefs while considering that information can be interpreted in many ways (Tompkins, et al., 2015, p 99). The four roles to teaching reading programs

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