| Papers [1-15] of 20 :: [Page 1 of 2] | | Go to page : 1 2 —> | Search results on "PHONICS": |
|
|
Phonics, 2005.
Summarizes articles on the research supporting the effectiveness of phonics.
920 words (approx. 3.7 pages), 3 sources, APA, $ 31.95
»
Click here to show/hide summary
Abstract
The paper summarizes three articles on the research supporting the effectiveness of phonics and phonemic awareness in teaching kids to read. The articles deal with research on the use of phonemic awareness and phonics in the classroom, and reading instruction.
From the Paper
"This paper is an examination of the findings and recommendations in Linnea C Ehri's Teaching Phonemic Awareness and Phonics An Explanation of the National Reading ..."
| |
|
Saxon Phonics.
A discussion on whether Saxon Phonics can be considered a fulfillment of a political agenda or a learning method.
916 words (approx. 3.7 pages), 3 sources, MLA, $ 32.95
»
Click here to show/hide summary
Abstract
This paper examines the commercial learning method for reading from the Saxon Publishing Company, known as Saxon Phonics. It looks at how the Saxon product's easy standardization of methodology and cookie-cutter approach explains its favored status among those who advocate standardized national testing as a kind of quality control of student performance.
From the Paper
"The Saxon website also stresses the value of phonics in a heterogeneous learning environment as a source of connection, and provides photographs of multicultural settings without justifying why this is so beneficial. Instead of offering data, Saxon Publishing implicitly connects itself and its learning methods to the recent initiative advanced by President Bush. "In January 2002 President Bush signed into law the No Child Left Behind Act-the most sweeping education reform bill in more than 35 years. The Act outlines expectations for Pre-K-12 learning programs that will drive education reform for years to come. It also includes the President's four basic education reform principles: stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on proven teaching methods." (Official Website, 2004)"
| |
|
Phonics Versus Whole Language, 2000.
A comparison of young children's reading achievement in different instructional settings.
1,598 words (approx. 6.4 pages), 25 sources, MLA, $ 52.95
»
Click here to show/hide summary
Abstract
This paper investigates the difference in reading achievement of kindergarten students who receive phonics instruction and those who are instructed using whole language. It examines how, for many years, phonics was the method that most reading teachers and reading experts advocated as the best method to teach children to read and how, in recent years, phonics has come under attack from those who advocate whole language. It looks at how the controversy continues in the educational community and proposes a study to determine to monitor methods of teaching in different communities.
From the Paper
"The whole language approach can be tailored toward the students' reading potential. By utilizing students' pre-existing schema, teachers can build on concepts to help students gain additional knowledge. This approach allows students to learn at their own level and pace within whole language classroom instruction. Using this method, a higher level of reading comprehension is believed to be attained by the students (Czubaj, 1997). However, Manning (1995) argues that children who come to school with minimal language skills and inattention to print forms need a structured readiness program in kindergarten that includes phonics activities. This program in no way excludes the reading and enjoyment of children's literature and all related child language development activities."
| |
|
Phonic Instruction vs. Whole Language, 2002.
This paper analyzes the 'phonic instruction' method and the 'whole language' method of teaching English to children.
1,125 words (approx. 4.5 pages), 6 sources, MLA, $ 38.95
»
Click here to show/hide summary
Abstract
An evaluation of two methods of teaching English to children-- 'phonic instruction' method and 'whole language' method. The author reviews many studies investigating the effectiveness of these methods and discusses incorporating both methods into a lesson plan. The conclusion is to gear one's methods towards each individual child's needs and preferences.
From the Paper
"There have been many studies done on the effectiveness of phonetic instruction and those studies have been positive. The National Reading Panel conducted a meta-analysis on the effectiveness of phonetic instruction on reading and spelling. Overall, the impact of phonetic instruction on children had a large result of (.86) within this meta-analysis. Using phonetic instruction, reading and spelling improved moderately at (.53) and (.56) respectively (Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, & Shanahan, 2001). However, there are some critics of phonics that find that the NRP study on phonetic instruction is flawed and does not prove that phonetic instruction is the way to teach. One critic claims that the NRP study choice of methodology, research, and subjects provided unreliable results (Garan, 2001)."
| |
|
Teaching Reading, 2000.
The background to the evolution of the theory and method, focusing on whole language vs. the phonics-based Distar approach. Abstract.
2,025 words (approx. 8.1 pages), 7 sources, $ 71.95
»
Click here to show/hide summary
From the Paper
"Abstract
There are competing schools of thought on how to teach reading in the public schools today. Before the beginning of the 20th century, reading was taught using a phonics approach. During this century, other approaches have been tried and have failed to teach a significant portion of the students enrolled in public school to read easily and fluently with comprehension. The popular whole language curricula is contrasted with Distar, a reading program developed in the 60s, which is gaining new acceptance in the educational community. Distar is also known as Direct Instruction. It has been shown to be the most effective method of teaching reading to all children (Benjamin, 1981, p. 71). It meets the criteria for a phonics based, explicit, and systematic curriculum. It is easy for teachers to use including..."
| |
|
Language Acquisition by Children, 1996.
Theories, effectiveness of whole language approach, phonics, connectionist vs. communicative systems, test scores, minority students.
1,350 words (approx. 5.4 pages), 10 sources, $ 47.95
»
Click here to show/hide summary
From the Paper
"This research reviews literature relevant to the acquisition of language by children. The contemporary rage in the teaching and learning of language is the whole-language approach (Levine, 1994, pp. 38-43). The whole-language approach exposes children to interesting reading and writing at the expense of systematically teaching specific reading and writing skills. Whole-language teachers, for instance, encourage young students to recite along with them as the teachers read aloud from entertaining big-print books. One of the central tenets of the whole-language approach is that language should be learned from whole to part, with word-recognition skills being picked up by the child in the context of actual reading, writing, and immersion in a print-rich classroom (Bates, Bretherton, & Snyder, 1988, pp..."
| |
|
Teaching Decoding Skills for Reading Proficiency, 2005.
A review of ESL (English Second Language) learners and the best method of teaching them to speak the language correctly.
1,125 words (approx. 4.5 pages), 5 sources, $ 44.95
»
Click here to show/hide summary
Abstract
This paper discusses the teaching of phonics to ESL learners. According to this paper, it's imperative that classes in pronunciation are complemented with lessons in phonics. The method used to teach a small child how to speak, is the same method that should be implemented with ESL learners.
From the Paper
"Why a phonics lesson should follow a pronunciation lesson when teaching ESL English The pronunciation lesson teaches the learner how to say the word. This basic ability is a prerequisite for learning the associated phonics. The ability to speak must come first, followed by the ability to recognize or write the associated phoneme/s down. In the same way, we do not teach children to write prior to their learning to speak. Why the teaching of phonics is especially important when working with ESL learners Written English has a high level of complexity, with many different ways to render the same phoneme, many rules pertaining to the rendering of phonemes, and many exceptions to the rules."
| |
|
Teaching Writing Skills, 2005.
Examines several approaches for the improvement of literacy and writing skills in the educational field.
1,538 words (approx. 6.2 pages), 4 sources, APA, $ 50.95
»
Click here to show/hide summary
Abstract
Most educators today seem to prefer a phonics-based, rather than a holistic language, approach to teaching literacy in the classroom. This paper examines various studies positing the developments of cognitive and behavioralist approaches to literacy and the improvement of writing skills in students and also examines the phonics program as a realistic method of teaching these skills in a contemporary and dynamic in-class structural environment.
From the Paper
"When phonics, on the other hand, is taught with worksheets rather than by teachers articulating the sounds, the sounds of the letters are most often identified using key words, pictures, and even latter names, providing a more broadened base for a variety of different learning styles. This can, however, interfere with and slow down the decoding process when the same letters are needed to spell or read words other
than the one used in these memory keys. ?The shape and form of the letters are really the only picture students require? (Phonics, 2003)."
| |
|
Reading Pedagogues, 2008.
This paper reviews ten articles that address how pedagogues can best foster strong reading fluency, decoding, holistic, and inferential reading skills in young people.
2,480 words (approx. 9.9 pages), 10 sources, APA, $ 75.95
»
Click here to show/hide summary
Abstract
Through a review of ten articles, this paper looks at the importance of building up "domain knowledge" and prominently features the findings of a National Reading Panel study conducted some years ago that argues (among other things) that vocabulary building, phonemic awareness exercises, systematic phonics instruction, and in-service upgrades for teachers all positively correlate to student achievement.
Table of Contents:
Abstract
Article Summaries
Article Summary One: Teaching children to read
Article Summary Two: The Nature of Effective First-Grade Literacy Instruction
Article Summary Three: The Utility of Phonic Generalizations in the Primary Grades
Article Summary Four: Reading Comprehension Requires Knowledge - of Words and the World
Article Summary Five: What Reading Does for the Mind
Summary Six: The Case for Bringing Content into the Language Arts Block and for a Knowledge-Rich Curriculum Core for all Children
Summary Seven: Teaching Decoding
Summary Eight: One Down and 80,000 to Go
Summary Nine: Teaching Vocabulary: Early, Direct, and Sequential
Summary Ten: Findings and Determinations of the National Reading Panel by Topic Areas
From the Paper
"Theodore Clymer (1963) reports that five types of generalizations have historically been utilized (at least if teacher's manuals are any indication) in teaching children to pronounce words: vowels, consonants, endings, syllabication, and miscellaneous relationships. Eventually, Clymer came up with a list of 45 generalizations or rules for study. These were arrived at by asking whether or not a candidate generalization was sufficiently specific that it could be said to actually assist (or hinder) in the pronunciation of a particular word. Clymer then made up a composite word list of all the words introduced in the four basic series from which the generalizations were drawn - plus words from the Gates Reading Vocabulary for the Primary Grades. On pages 186 and 187 of the study, Clymer outlines the basic approach undertaken to assess the efficacy of the 45 phonic generalizations; this step-by-step approach is rather complicated and cannot be easily described in the space we are allotted. Nonetheless, the study found that many commonplace phonics generalizations are of limited worth; in particular, vowel generalizations are especially unreliable while consonant generalizations are a little better. One thing that complicates Clymer's study is that his success rate for an effective phonics generalization (75 percent or above) is quite high - as he himself acknowledges.
| |
|
Literary Development, 2004.
A discussion of different approaches to the literary development of children.
2,034 words (approx. 8.1 pages), 3 sources, APA, $ 71.95
»
Click here to show/hide summary
Abstract
This paper explores different types of literary programs with a focus on the strengths and weaknesses of phonics.
From the Paper
"Phonics instruction is often considered to be one of the key instructional techniques in reading. With its objective of teaching early readers to establish the relationships between letters and sounds, phonics instruction is considered to be crucial to the development of early literacy skills. In fact, national organizations such as the National Reading Panel argue that successful readers must possess phonic awareness skills and phonic skills. An obvious reason why phonics instruction should be used in the classroom is that early readers will..."
| |
|
Improving Reading Comprehension, 2006.
A review of the importance of teaching reading and comprehension and how to successfully teach these skills.
3,522 words (approx. 14.1 pages), 21 sources, MLA, $ 98.95
»
Click here to show/hide summary
Abstract
This paper attempts to analyze the best possible practices to improve the reading and comprehension of students, particularly elementary school students. This paper identifies the characteristics of elementary students and categorizes the different approaches used when teaching elementary students reading and comprehension.
Outline:
Introduction
Purpose of the Study
Hypothesis
Significance of the Study
Methodology
Research and Plan Solution Strategy
The Teachers
Additional Time
High-Quality Research Based Curriculum and Instruction
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
Other Important Instructional Methods
Preschool and Early Literacy Opportunities
Implementation Plan and Matrix
Evaluation/Assessment Plan
From the Paper
"There has been much debate about phonics instruction. However, recent research has given phonics another look and has determined phonic instruction is needed (Hempenstall, 2002). Students that master phonics will have the decoding process in hand and can focus on building fluency and comprehension. Use direct, systematic explicit phonics instruction as a primary component of a reading program. CIEA states, "Systematic instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence, and explicit are programs that provide teachers with specific directions for the teaching of these relationship" (Hempenstall, 2002). The issue is not whether to use phonics or whole language in reading instruction. "Rather, the issue is how phonics is used; as a primary component of a reading program, as well as when we use phonics; at the beginning reading level" (Hempenstall, 2002). "
| |
|
Improving Literacy, 2007.
A research proposal exploring whether the "Word Detectives: Benchmark Extended Word Identification Program for Beginning Readers" (BWIP) strategy enhances a student's reading achievement.
2,276 words (approx. 9.1 pages), 6 sources, APA, $ 70.95
»
Click here to show/hide summary
Abstract
The paper relates that the purpose of this study is to determine if systematic phonics instruction is effective in teaching inner-city African-American eighth graders how to achieve functional literacy at an age appropriate level. The paper's study focuses on the reading program developed by I.W. Gaskins, "Word Detectives: Benchmark Extended Word Identification Program for Beginning Readers" (BWIP). Using Tyler's objectives-based evaluation methodology, the research effort evaluates the effective use and success of the reading instruction using the BWIP method among a student population within a middle school.
Outline:
Abstract
Introduction
Introduction of Project
Statement of the Problem
Purpose of the Study
Rationale of the Study
Statement of the Hypothesis and Research Questions
Proposed Methodology
Summary
From the Paper
"According to the Georgia Public Education Report Card for the academic year 2002-2003, the school targeted in the current research case study ranked below 58% passing for the reading comprehension scores. Teachers and administrators continue to seek ways to improve student learning and increase test scores. In addition to the basal reading series, schools in the district make a variety of reading programs available to their students. The effectiveness of the program titled Word Detectives: Benchmark Extended Word Identification Program for Beginning Readers, that uses systematic phonics in reading comprehension and word analysis was the program selected for use of the 2003-2004 school year, and is the program that will be monitored for its effectiveness in this applied dissertation."
| |
|
Progressive vs. Traditional Education, 2002.
A look at two different ways of teaching with the pros and cons of each.
1,289 words (approx. 5.2 pages), 5 sources, APA, $ 43.95
»
Click here to show/hide summary
Abstract
An examination of two methods of teaching, backed up by ideas of leaders in the education field, showing the different ways that a student can be taught, with the pros and cons of each. The paper discusses the views of Prof. E.D. Hirsch who believes in a stronger emphasis on phonics, memorization, and the use of standardized tests to reach a more equal education for rich and poor students alike, versus the opinion of Prof. Howard Gardner who disagrees with this approach and believes that students should be taught how to answer tough critical thinking questions.
From the Paper
"Hirsch has an uncompromising style of writing. He uses many different methods to explain his view. First, he uses many different outside sources, such as a Coleman report and makes a reference to Antonio Gramsci a communist opponent of Mussolini (Hirsch 475). Secondly, he blames the current failures of the schools on the Democrats. He does this by referring to some current education trends. This helps support his view, but it comes across as mudslinging."
| |
|
Reading Assessment, 2007.
This paper explores the use of the "Bottom Up" method of informal assessment of reading for grade VI students.
1,335 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
»
Click here to show/hide summary
Abstract
The paper discusses the "Bottom Up" theory that places an emphasis on phonics in order to make children independent readers. The paper examines the advantages of this method that include the building of confidence, the enjoyable experience it presents to children and the relief it provides for those who react poorly to standardized, 'mass' assessment exams.
Outline:
Introduction
Examining Ability
Conclusion - Building Confidence
From the Paper
"Various methods have been devised to assess reading by North American specialists. Perhaps ironically, early 1970s methods combining reading comprehension, letter and word recognition, and a foundation of phonics, can seem the most promising. (Gough 1972, p.350f) So-called Bottom Up theory focuses on reading as a perceptual process, the location of meaning in a given text, and processing that lets the child learn simpler terms and constructions first, towards an ability to advance to more difficult recognitions, plus the ability to often 'sound out' unfamiliar words by way of a basic knowledge of phonics. Gough's theory originated in comparisons of early computer pattern and graphics applied to models of human perception and learning. (1972, pp. 332-333) He recognized more than one set of skills, at hand, in the advancing reader which often developed at different rates."
| |
|
Repeated Reading Instruction, 2002.
The paper discusses how repeated reading instruction is a powerful and effective alternative for teaching reading to students with learning disabilities.
1,427 words (approx. 5.7 pages), 10 sources, MLA, $ 47.95
»
Click here to show/hide summary
Abstract
The paper examines the three methods for teaching reading-- phonics, whole language and repeated reading and then provides a comparative analysis of these three methods. The paper concludes that the impact of the repeated reading method in improving reading fluency, word recognition accuracy and reading comprehension makes it an effective alternative for teach learning disabled students .
From the Paper
"Many educators feel that phonics is the key for teaching early reading skills to children. They maintain that young students should learn the sounds for each letter and the rules that accompany many so they may become independent readers where they sound out unfamiliar words. While teaching phonics is still an important concept, one must also understand that the whole language approach is an exciting and interesting method designed to include all subjects when teaching reading. Students learn about science, social studies, and math while participating in their language arts lesson. There are also many supporters of the Balanced Program that combine teaching phonics in the whole language classroom environment."
|
|
|
