Major Terms in Phonics Instruction

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    MAJOR TERMS IN PHONICS

    INSTRUCTION

    BY TIMI HYACINTH

    THE CHILDRENS RESOURCE CENTRE3, PEREMABIRI STREET, D-LINE, PORT HARCOURT, E-MAIL: [email protected], TEL: 0802-3231499

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    PHONICS

    Phonics is a method of teaching readinginstruction which dates back to the 18th century.

    In this method, children are taught that wordsare made up of sounds which have letterequivalents.

    They learn to read by identifying the small unitsof speech sound and by blending them intopronounceable whole words.

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    THE WHOLE LANGUAGE APPROACH TO READING

    The whole language approach to reading gainedpopularity in the 1960s and 1970s and is thecurrent type of reading instruction in Nigeria andmany parts of the world today.

    Here children are taught to read by memorizingwords as graphic images.

    Children did learn to read to a large extent bythis method, but majority develop readingdifficulties whenever they meet unfamiliar words.

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    PHONEMIC AWARENESS:

    Recent research in the 21st century has discovered thatchildren learn to read better when they are explicitlytaught phonemic awareness.

    This is the understanding that words are made up ofsound and that these sounds can be manipulated to formwhole words.

    Children are taught that sounds can occur in threepositions in a word; initial (beginning), medial (middle)and final (end).

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    PHONEMES

    Phonemes are speech sounds. They arethe smallest units of a word.

    Phonemes are usually written betweentwo slanting line to show that they arespeech sounds, not letters.

    The symbols that represent phonemes aredifferent from those that represent letters.

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    EXAMPLES OF PHONEMES

    /b/ /a/ /t/ bat

    /j/ /a/ /m/ yam

    /k/ /a/ /t/ cat

    /s/ /k/ /u:/ /l/ school

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    GRAPHEMES

    Graphemes are the letter equivalents ofphonemes.

    A grapheme is a symbol that represents aspeech sound in writing.

    A grapheme may be one letter or two or moreletters.

    A grapheme is a unit that carries one speechsound.

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    EXAMPLES OF GRAPHEMES

    GRAPHEME GRAPHEME GRAPHEME WHOLE WORD

    b a t bat

    s igh sigh

    c a tch catch

    r ai n rain

    t ea m team

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    DECODING

    Decoding is simply unlocking the written code inour writing system.

    It is only one part of reading instruction whichincludes: phonics, phonemic awarenessinstruction, vocabulary instruction, fluencyinstruction, and text comprehension instruction.

    Decoding can be done using the phonicsmethod.

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    ENCODING

    Encoding is the opposite of decoding.

    The child should be taught to also write the

    words he hears or thinks.

    Phonics is used to teach encoding skills.

    A child who can write has actually learned to

    master the writing code.

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    CONSONANT DIGRAPHS

    Consonant digraphs are two letters that

    represent a single speech sound in writing.

    They are letters that are used to represent

    sounds for which English has no single

    letter equivalent.

    See examples on the next page.

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    SOME CONSONANT DIGRAPHS

    Consonant digraph Words withconsonant

    digraphs

    ch chip

    sh sheep

    th thin

    ng singwh when

    dg dodge

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    VOWEL DIGRAPHS

    These are two letters that are used to representone single vowel sound.

    Please note that the English alphabet has only26 letters which are representing about 44distinct speech sounds.

    Two vowel letters are used to represent severalEnglish vowel sounds.

    See examples on the next page.

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    VOWEL DIGRAPHS WORDS WITH VOWEL

    DIGRAPHS

    ai rain

    ee see

    ea pea

    oa road

    ie pieei eight

    ou foul

    oo tool

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    CVC AND CCVCC

    CVC:

    Vowel-consonant-vowel.

    For example : cat

    CCVCC:

    Consonant-consonant-vowel-consonant-consonant .

    For example: church

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    CONSONANT CLUSTERS OR

    CONSONANT BLENDS

    Two consonants which are side by side in

    a word.

    They carry two distinct sounds and should

    be blended accordingly.

    They can occur in initial, medial or final

    position in some words.

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    EXAMPLES OF CONSONANT

    CLUSTERS

    Consonantclusters/blends Words withconsonant

    clusters

    cr cross

    fl flagst stone

    pl play

    dr drive

    br bring

    sl sleep

    tr tree

    gr greet

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    SEGMENTATION

    This is a major part of phonemic andphonics instruction.

    Here the child is taught to break words hehears, thinks or reads into small distinctunits.

    This helps the process of reading andwriting.

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    BLENDING

    This is the opposite of segmentation.

    Here the words which the child hasidentified as small units of speech sounds

    are blended together into pronounceable

    units or writeable units.

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    A PHONICS PROGRAMME

    A Phonics programme is a wholesome method ofteaching reading.

    It is a set of carefully outlined and explicit instructions for

    teaching reading, through a method of breaking wordsinto speech sounds for easier recognition and fluentpronunciation.

    A good phonics programme provides ample opportunity

    for practising reading.

    It uses a multi-sensory approach in teaching, usingseveral teaching aids and resources.

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    VISUAL DISCRIMINATION

    For a child to learn phonics, he has to be

    able to visually discriminate

    letters/graphemes.

    He should know the letter shapes and be

    able to match letters.

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    AUDITORY DISCRIMINATION

    This is the childs ability to distinguish

    between distinct speech sounds.

    It is also involves the ability to discriminate

    between two different sounds.

    This skill is necessary for successful

    phonics.

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    MULTISENSORY

    This means involving the use of several

    senses.

    A good phonics programme should involve

    the use of most of the senses.

    E.g. seeing, singing, listening, story telling,

    pictures etc.