The Science of Learning to Read Words: A Case for Systematic Phonics Instruction

2020 ◽  
Vol 55 (S1) ◽  
Author(s):  
Linnea C. Ehri
Keyword(s):  
Phonics Instruction ◽  
Learning To Read

How Psychological Science Informs the Teaching of Reading

2001 ◽  
Vol 2 (2) ◽  
pp. 31-74 ◽  
Author(s):  
Keith Rayner ◽  
Barbara R. Foorman ◽  
Charles A. Perfetti ◽  
David Pesetsky ◽  
Mark S. Seidenberg
Keyword(s):  
Whole Language ◽  
Developmental Psychology ◽  
Theory And Practice ◽  
Teaching Reading ◽  
Writing Systems ◽  
Alphabetic Principle ◽  
Phonics Instruction ◽  
Primary Methods ◽  
Learning To Read ◽  
New Words

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

scholarly journals Phonics Instruction with Storytelling Toward Learning to Read and Oral Language Development

2020 ◽  
Vol 6 (2) ◽  
pp. 210-219
Author(s):  
Ahmad Syarif ◽  
Yetti Supriyati ◽  
Zulela Zulela
Keyword(s):  
Elementary School ◽  
Language Development ◽  
Oral Language ◽  
First Grade ◽  
Phonics Instruction ◽  
Learning To Read ◽  
Oral Language Development ◽  
Nonequivalent Groups ◽  
Class B ◽  
Sample Technique

AbstractThis study aims to examine the influence of phonics instruction with storytelling toward the students’ learning to read and the influence of phonics instruction with storytelling toward the students’ oral language development at first grade in elementary school. The subject of research is the first students at class A and class B at SDN Siliwangi that located in Bogor. The approach of this research is quantitative and the method used quasi-experiment. The design of this research used Nonequivalent Groups Postest-Pascatest with a purposive sample technique. The total samples were 60 students of first grade in SDN Siliwangi that are divided into two classes. The class control is 30 students, and the experiment class is 30 students. The data were collected through the test, namely test for measuring learning to read and test for measuring oral language development. The result of research finds out that phonics instruction with storytelling was better than conventional learning toward students' learning to read and oral language development. The novelty of this research shows that students pronounced the simple text easier, fluency, and communicative when they described their idea orally after given phonics instruction with storytelling. The second novelty of this result found that phonics instruction was effective when the teacher at elementary school facilitates students' level from the beginning until the advanced level.  The teacher should be implemented this instruction for helping students’ low achievement, especially for improving students’ oral language development. Finally, this result should be developed so that it more perfect and more practice.AbstrakStudi ini bertujuan untuk menguji pengaruh instruksi fonik dengan mendongeng terhadap pembelajaran membaca siswa dan pengaruh instruksi fonik dengan mendongeng terhadap perkembangan bahasa lisan siswa di kelas satu di sekolah dasar.. Subjek penelitian adalah siswa pertama di kelas A dan kelas B di SDN Siliwangi yang berlokasi di Bogor. Pendekatan penelitian ini adalah kuantitatif dan metode yang digunakan eksperimen semu. Desain penelitian ini menggunakan Nonequivalent Groups Postest-Pascatest dengan teknik sampel purposive. Total sampel adalah 60 siswa kelas I di SDN Siliwangi yang dibagi menjadi dua kelas. Kontrol kelas adalah 30 siswa dan kelas eksperimen adalah 30 siswa. Data dikumpulkan melalui tes, yaitu tes untuk mengukur pembelajaran membaca dan tes untuk mengukur perkembangan bahasa lisan. Hasil penelitian menemukan bahwa pengajaran fonik dengan mendongeng lebih baik daripada pembelajaran konvensional terhadap pembelajaran membaca dan pengembangan bahasa lisan siswa. Kebaruan dari penelitian ini menunjukkan bahwa siswa mengucapkan teks sederhana lebih mudah, lancar, dan komunikatif ketika mereka menggambarkan ide mereka secara lisan setelah diberi instruksi fonik dengan mendongeng. Kebaruan kedua dari hasil ini menemukan bahwa pengajaran fonik efektif ketika guru di sekolah dasar memfasilitasi tingkat siswa dari awal hingga tingkat lanjutan. Guru harus mengimplementasikan instruksi ini untuk membantu siswa berprestasi rendah, terutama untuk meningkatkan pengembangan bahasa lisan siswa. Akhirnya, hasil ini harus dikembangkan sehingga lebih sempurna dan lebih banyak latihan.How to Cite: Syarif, A. Supriyati, Y., Zulela. (2019).   Phonics Instruction with Storytelling Toward Learning tTo Read and Oral Language Development. TARBIYA: Journal of Education in Muslim Society, 6(2), 210-219. doi:10.15408/tjems.v6i2. 14322. 

Addressing African American English in Early Literacy Assessment and Instruction

2008 ◽  
Vol 15 (2) ◽  
pp. 54-61 ◽  
Author(s):  
Nicole Patton Terry
Keyword(s):  
African American ◽  
Early Literacy ◽  
American English ◽  
Critical Role ◽  
Literacy Skills ◽  
African American English ◽  
Literacy Assessment ◽  
Learning To Read ◽  
Speech Language Pathologist ◽  
Early Literacy Assessment

Abstract Determining how best to address young children's African American English use in formal literacy assessment and instruction is a challenge. Evidence is not yet available to discern which theory best accounts for the relation between AAE use and literacy skills or to delineate which dialect-informed educational practices are most effective for children in preschool and the primary grades. Nonetheless, consistent observations of an educationally significant relation between AAE use and various early literacy skills suggest that dialect variation should be considered in assessment and instruction practices involving children who are learning to read and write. The speech-language pathologist can play a critical role in instituting such practices in schools.

Functional and structural neural plasticity effects of literacy acquisition in adulthood

2019 ◽  
Vol 30 (2) ◽  
pp. 97-107
Author(s):  
Melanie Boltzmann ◽  
Thomas Münte ◽  
Bahram Mohammadi ◽  
Jascha Rüsseler
Keyword(s):  
Neural Plasticity ◽  
Adult Literacy ◽  
Writing Skills ◽  
Literacy Skills ◽  
Written Language ◽  
Learning To Read ◽  
Workplace Literacy ◽  
Functional Illiteracy ◽  
Brain Changes ◽  
Definition Of

Abstract. In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes.

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