Learning to read: Difference between revisions

Revision as of 14:59, 26 December 2020

Revision as of 20:39, 26 December 2020

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{{Main|Phonics}}

[[Phonics]] emphasizes the [[alphabetic principle]] – the idea that letters ([[graphemes]]) represent the sounds of speech ([[phonemes]]). It is taught in a variety of ways; some are systematic and others are unsystematic. Unsystematic phonics teaches phonics on a "when needed" basis and in no particular sequence. [[phonics#Systematic phonics|''Systematic'' phonics]] uses a planned, sequential introduction of a set of phonic elements along with ''explicit'' teaching and practice of those elements. The [[National Reading Panel]] (NPR) concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. The NRP also found that systematic phonics instruction is effective (with varying degrees) when delivered through one-to-one tutoring, small groups, and teaching classes of students; and is effective from kindergarten onward, the earlier the better. It helps significantly with word-reading skills and reading comprehension for kindergartners and 1st graders as well as for older struggling readers and reading disabled students. Benefits to spelling were positive for kindergartners and 1st graders but not for older students.<ref>{{cite web|url=https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf|title=National Reading Panel, NICHD, p. 2-92 ... 2–96.}}</ref>

Phonics approaches include analogy phonics, analytic phonics, embedded phonics with mini-lessons, phonics through spelling, and synthetic phonics.<ref name='Neural Representations'>{{cite journal |vauthors=Borowsky R, Esopenko C, Cummine J, Sarty GE |title=Neural representations of visual words and objects: a functional MRI study on the modularity of reading and object processing |journal= Brain Topogr |volume=20 |issue=2 |pages=89–96 |year=2007 |pmid=17929158 |doi=10.1007/s10548-007-0034-1|s2cid=1640138 }}</ref><ref name='Ventral and Dorsal Streams'>{{cite journal |vauthors=Borowsky R, Cummine J, Owen WJ, Friesen CK, Shih F, Sarty GE |title=FMRI of ventral and dorsal processing streams in basic reading processes: insular sensitivity to phonology |journal=Brain Topogr |volume=18 |issue=4 |pages=233–9 |year=2006 |pmid=16845597 |doi=10.1007/s10548-006-0001-2|s2cid=10815942 }}</ref><ref name='Chinese Ventral and Dorsal Streams'>{{cite journal |vauthors=Chan ST, Tang SW, Tang KW, Lee WK, Lo SS, Kwong KK |title=Hierarchical coding of characters in the ventral and dorsal visual streams of Chinese language processing |journal=NeuroImage |volume=48 |issue=2 |pages=423–35 |date = November 2009|pmid=19591947 |doi=10.1016/j.neuroimage.2009.06.078|s2cid=23720865 }}</ref><ref>{{cite web|url=https://www.psychologicalscience.org/journals/pspi/pdf/pspi22.pdf|title=HOW PSYCHOLOGICAL SCIENCE INFORMS THE TEACHING OF READING, American Psychological Society, VOL. 2, NO. 2, NOVEMBER 2001}}</ref><ref name='Changes Reading Strategies'>{{cite journal |vauthors=Sanabria Díaz G, Torres Mdel R, Iglesias J, etal |title=Changes in reading strategies in school-age children |journal=Span J Psychol |volume=12 |issue=2 |pages=441–53 |date = November 2009|pmid=19899646 |doi=10.1017/S1138741600001827}}</ref>

According to a 2018 review of research related to ''English speaking poor readers'', phonics training is effective for improving literacy-related skills, particularly the fluent reading of words and non-words, and the accurate reading of irregular words.<ref>{{Cite journal|last1=McArthur|first1=Genevieve|last2=Sheehan|first2=Yumi|last3=Badcock|first3=Nicholas A.|last4=Francis|first4=Deanna A.|last5=Wang|first5=Hua-Chen|last6=Kohnen|first6=Saskia|last7=Banales|first7=Erin|last8=Anandakumar|first8=Thushara|last9=Marinus|first9=Eva|last10=Castles|first10=Anne|date=14 November 2018|title=Phonics training for English-speaking poor readers|journal=The Cochrane Database of Systematic Reviews|volume=11|pages=CD009115|doi=10.1002/14651858.CD009115.pub3|issn=1469-493X|pmc=6517252|pmid=30480759}}</ref>

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In addition, phonics produces higher achievement for all beginning readers, and the greatest improvement is experienced by students who are at risk of failing to learn to read. While some children are able to infer these rules on their own, some need explicit instruction on phonics rules. Some phonics instruction has marked benefits such as expansion of a student's vocabulary. Overall, children who are directly taught phonics are better at reading, spelling and comprehension.<ref name="Seidenberg, Mark 2017">{{cite book |author=Seidenberg, Mark |title=Language at the speed of sight|publisher=Basic Books|___location=New York, NY|year=2017|isbn=978-1-5416-1715-5}}</ref>

A disadvantage to teaching phonics is that in some languages, such as English, complex letter-sound correspondences can cause confusion for beginning readers. For this reason, it is recommended that teachers of English-reading begin by introducing the "most frequent sounds" and the "common spellings", and save the moreless infrequentfrequent sounds and complex spellings for later. (e.g. the sounds /s/ and /t/ before /v/ and /w/; and the spellings c'''a'''ke before '''eigh'''t and '''c'''at before du'''ck''').<ref>{{cite web|url=https://www.psychologicalscience.org/journals/pspi/pdf/pspi22.pdf|title=HOW PSYCHOLOGICAL SCIENCE INFORMS THE TEACHING OF READING, American Psychological Society, VOL. 2, NO. 2, NOVEMBER 2001}}</ref><ref>{{cite journal|last=Rayner|first=Keith|author2=Barbara Foorman |author3=Charles Perfetti |author4=David Pesetsky |author5=Mark Seidenberg |title=How Should Reading be Taught?|journal=Scientific American|date=March 2002|volume=286|issue=3|pages=84–91 |doi=10.1038/scientificamerican0302-84|pmid=11857904|url=http://www.psychologicalscience.org/pdf/pspi/reading.pdf}}</ref><ref>{{cite web|url=http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/nys-next-generation-ela-standards.pdf|title=NY English Language Arts Learning Standards, page 22, 2017}}</ref>

Phonics is gaining [[Phonics#Practices by country or region|world-wide acceptance]].

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=====Combining phonics with other literacy instruction=====

TherePhonics areis manytaught waysin thatmany phonicsdifferent is taughtways and it is often taught together with some of the following: oral language skills,<ref>{{cite web|url=https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/oral-language-interventions/|title=Oral language interventions, Education endowment foundation, UK}}</ref><ref>{{cite web|url=https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/219627/DFE-RR247-BCRP13.pdf|title=Exploring interventions for children and young people with speech, language and communication needs: A study of practice, UK Government}}</ref> concepts about print,<ref>{{cite web|url=https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/litfocusconceptsprint.aspx|title=Concepts of print-'how print works', Education, Victoria, AU}}</ref> [[phonological awareness]], [[phonemic awareness]], [[phonology]], oral reading [[fluency]], vocabulary, [[syllables]], [[reading comprehension]], [[spelling]], word study,<ref>{{cite web|url=http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Word_Study.pdf, |title=Word Study Instruction:Enhancing Reading Comprehension, 03-09-2010, Literacy and Numeracy Secretariat, ON}}</ref><ref>{{cite web|url=https://www.readingrockets.org/article/word-study-instruction-k-2-classroom|title=Word Study Instruction in the K-2 Classroom, Reading Rockets}}</ref><ref>{{cite web|url=http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Morphology.pdf|title=Morphology Works, Queen's University, Canada}}</ref> [[cooperative learning]], [[multisensory learning]], and [[guided reading]]. And, phonics is often featured in discussions about [[#Science of reading|science of reading]],<ref>{{cite web|url=https://www.alea.edu.au/documents/item/1869|title=Exploding some of the myths about learning to read, NSW Teachers Federation, AU}}</ref><ref>{{cite web|url=https://www.readingrockets.org/blogs/shanahan-literacy/what-science-reading|title=What Is the Science of Reading? Timothy Shanahan, Reading Rockets 2019-05-29}}</ref> and [[evidence-based education|evidence-based practices]].

The [[National Reading Panel]] (U.S.A. 2000) suggests that phonics be taught together with phonemic awareness, oral fluency, vocabulary and comprehension. [[Timothy Shanahan (educator)]], a member of that panel, suggests that primary students receive 60–90 minutes per day of explicit, systematic, literacy instruction time; and that it be divided equally between a) words and word parts (e.g. letters, sounds, decoding and phonemic awareness), b) oral reading fluency, c) reading comprehension, and d) writing.<ref>{{cite web|url=https://shanahanonliteracy.com/blog/why-an-overemphasis-on-foundational-reading-skills-makes-kids-sick|title=Foundational reading skills, Timothy Shanahan, Shanahan on literacy}}</ref> Furthermore, he states that "the phonemic awareness skills found to give the greatest reading advantage to kindergarten and first-grade children are ''segmenting and blending''".<ref>{{cite web|url=https://files.eric.ed.gov/fulltext/ED489535.pdf|title=THE NATIONAL READING PANEL REPORT: Practical Advice for Teachers, page 9, Timothy Shanahan, University of Illinois at Chicago, Learning Point Associates 2005.}}</ref>

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[[Fluency]] is ability to read orally with speed, accuracy, and [[vocal]] expression. The ability to read fluently is one of several critical factors necessary for reading comprehension. If a reader is not fluent, it may be difficult to remember what has been read and to relate the ideas expressed in the text to their background knowledge. This accuracy and [[automaticity]] of reading serves as a bridge between decoding and comprehension.<ref name="Rasinski, T"/>

======Reading comprehension======

The NRP describes reading comprehension as a complex [[cognitive]] process in which a reader intentionally and interactively engages with the text. ReadingThe [[#Science of reading|science of reading]] says that reading comprehension is heavily dependent on skilled word recognition and(i.e., phonological awareness, decoding, etc.) and oral language comprehension (i.e., background knowledge, vocabulary, etc.).<ref>{{cite journal |vauthors=Kendeou P, Savage R, van den Broek P |title=Revisiting the simple view of reading |journal=Br J Educ Psychol |volume=79 |issue=Pt 2 |pages=353–70 |date=June 2009 |pmid=19091164 |doi=10.1348/978185408X369020 }}</ref> oral reading fluency, a well-developed vocabulary and active engagement with the text.

====Whole language====

{{Main|Whole language}}