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Academic literature on the topic 'Phonics'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Phonics"

1

Forman, Ross. "Phonetics for Phonics." Literacy and Numeracy Studies 20, no. 1 (May 30, 2012): 85–86. http://dx.doi.org/10.5130/lns.v20i1.2621.

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Mohd Don, Zuraidah, and Gerald Owen Knowles. "Synthetic phonics, the digital humanities, and the teaching of beginning learners of English." EDUCATUM Journal of Social Sciences 7, no. 2 (December 28, 2021): 1–9. http://dx.doi.org/10.37134/ejoss.vol7.2.fa.1.2021.

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There is a rich research literature on phonics and related topics such as phonemic awareness and measurements of the benefits of phonics for later success in reading. What seems to be missing is a theoretically sound account of phonics itself as a discipline. This paper traces the way the present situation came about, and restores phonics to its true place between the study of spoken language and reading studies. The problems caused by the present situation fall on the shoulders of teachers in the classroom, who may be required to teach using phonic methods without being adequately guided on what they are supposed to do. Taking a teacher-centred “digital humanities” approach to phonics, the paper proposes a device that could provide the teacher with phonic information about English words much as a dictionary provides their meanings.

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Ling, Ha Mei, and Fitri Suraya Mohamad. "Reading Skills in English using Jolly Phonics at a Chinese Primary School." Journal of Cognitive Sciences and Human Development 4, no. 2 (December 10, 2018): 1–11. http://dx.doi.org/10.33736/jcshd.1116.2018.

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This study investigates the viability of using a phonics programme for Primary One students who are studying at a National Type Chinese School in Sarawak, Malaysia. Jolly Phonics is a Synthetic Phonics Programme that is used to address common reading problems. In this study, Primary One students who learn Mandarin as their main language in school, while learning English and Malay Languages at the same time. The phonics consists of teaching reading with five skills, namely learning the letter sounds, letter formation, blending, segmenting and tricky words. 39 students participated in the study. Two groups were formed to compare performances between those who used the phonic programme and those who attended the regular English classes. Data was collected on pre and post-test achievements for both the experimental and control group. Findings revealed that the phonics programme did not significantly impact the students’ reading ability when compared with performances of those who attended regular lessons which used existing methods of teaching reading skills for English language learning at the Chinese medium school. Keywords: Night reading ability; non-native English language learners; phonics; Chinese school; foreign language learning

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Steadman, Liz. "Book Review: Phonics and phonics resources." Child Language Teaching and Therapy 14, no. 2 (June 1998): 226–27. http://dx.doi.org/10.1177/026565909801400216.

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Saputri, Nia Liska, Rina Husnaini Febriyanti, and Irfan Hadi. "PENGUATAN GURU TAMAN KANAK-KANAK DAN PAUD DENGAN METODE JOLLY PHONICS PADA PENGAJARAN BAHASA INGGRIS." Community Development Journal : Jurnal Pengabdian Masyarakat 2, no. 3 (July 25, 2022): 674–82. http://dx.doi.org/10.31004/cdj.v2i3.2166.

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Kegiatan pengabdian masyarakat yang dilakukan di TK Islam Amar Maâ€™ruf yang berlokasi di Jl. Rambutan No.2 Rt.04/10, Kel. Baru, Kec. Pasar Rebo, Jakarta Timur untuk membagikan pengetahuan dan informasi mengenai penggunaan metode Jolly Phonics dalam pengajaran bahasa Inggris di pendidikan usia dini dan taman kanak-kanak. Kegiatan yang dilakukan selain memberikan penjelasan secara teoritikal dan praktikal mengenai metode Jolly Phonics juga di perdetail dengan memberikan penjelasan tentang bagaimana mengaplikasikan metode tersebut dengan tehnik yang sesuai dan variasi model pengajaran dari Jolly Phonics Method . Kegiatan pengabdian masyarakat yang dilakukan berupa pelatihan untuk para guru yang mengajar di TK Islam Amar Maâ€™ruf Pasar Rebo, Jakarta Timur. Metode yang digunakan dalam pelatihan yaitu Community Language Learning yang mana saling berbagi informasi layaknya seperti konsultan dan klien. Kegiatan Pengabdian Masyarakat ini dilakukan selama bulan Maret-Juli 2019. Hasil dari kegiatan abdimas para guru dapat menerapkan metode jolly Phonic pada pengajaran di Taman kanak kanak Al Ma ruf. dan dapatÂ membuat booklet yang diberikan kepada para guru untuk dapat digunakan dalam mengajar bahasa Inggris dengan menggunakan metode Jolly Phonics.

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Putri, Aprilian, Widya Jayanti, Paulina Fortinasari, Nabila Putri, Meili Amandha, and Muhammad Firdaus. "Building a Strong Foundation in English with Phonics Method among the First Graders of Elementary School in Magelang." Satya Widya 40, no. 1 (June 19, 2024): 62–72. http://dx.doi.org/10.24246/j.sw.2024.v40.i1.p62-72.

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This study aims to assess the efficacy of the phonics method in improving the English language proficiency of Indonesian first-grade elementary school students. The core group of 32 participants consisted of fifteen female and seventeen male students in the observation and interview techniques used to collect data. The results of this study showed that the phonics method can help increase the vocabulary of early childhood students, as the students can pronounce the letters correctly and remember the sounds of the letters and words. The findings show that the phonics method strengthens their early understanding of English by assisting first-graders in building a solid foundation. The study's findings showed that there are differences in the learning outcomes of beginning reading in students who follow the use of audio-visual media and in students who do not use audio-visual. Phonic method helped students build a solid foundation in reading, which in turn strengthened their foundation for English language proficiency. This study emphasizes the importance of phonics as a powerful teaching tool for developing reading skills in the early stages of formal education.

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Morgan, Kenneth B. "Creative Phonics." Intervention in School and Clinic 30, no. 5 (May 1995): 287–91. http://dx.doi.org/10.1177/105345129503000506.

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Sugianto, Ahmad, Devi Andriyani, and Ilham Agung Prasetyo. "The visual-verbal text interrelation: Lessons from the ideational meanings of a phonics material in a primary level EFL textbook." EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English 6, no. 1 (July 2, 2021): 1–10. http://dx.doi.org/10.26905/enjourme.v6i1.5865.

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The interrelation between verbal and image represented in a textbook is one of the prominent issues that should be taken into account. If the interrelation between these modes is presented in a textbook properly and aptly, students' outcomes of a particular material, such as phonics, may be entrenched and fostered. Thereby, this study aimed to scrutinize the interrelation between the verbal and image represented in the phonics material, which was to the best of the writer's knowledge concerning studies scrutinizing the phonics materials vis-à-vis multimodal text was still limited. Furthermore, a qualitative research method using content analysis was employed to investigate the analysis unit, namely the phonics material taken from one primary level EFL textbook. Besides, Royce's (1998, 2002, 2007) Intersemiotic Complementarity and Kress and van Leeuwen's (2006) Grammar of Visual Design involving one of the metafunctions deriving from Halliday's Systemic Functional Linguistics, ideational metafunction was employed. The findings revealed that a multimodal text encompassing the phonic material was, in fact, had fruitful meanings manifested in various modes, and there was a synergy found between the visual and verbal meanings realized by the ideational intersemiotic complementarity.

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Abdul-Razak, Inusah. "Using phonics as a method of teaching reading in basic schools." Journal of Educational Development and Practice 7, no. 2 (December 1, 2016): 28–54. http://dx.doi.org/10.47963/jedp.v7i.978.

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This study examines the use of phonics as a method of teaching reading in basic schools within the framework of generative phonology proposed by Chomsky and Halle (1968) in the Sound Pattern of English (SPE) as discussed in Hawkins (1992).The study aims at describing the patterns of phonic sounds with the application of phonological rules. It describes naturally occurring phenomena (phonemes) without experimental manipulation. The data which is collected from some existing data onphonic teaching and learning and used in this paper are from both verbal and written sources. Participants selected include teachers (T), teacher-trainees (TT) and pupils (P). The study shows the relationship between phonic symbols and letters of thealphabet in English. It attempts to present consonants and vowels occurring in wordinitial, word-medial and word-final positions in English as the major sounds in the English language. Based on the synchronic data available, the paper hypothesizesthat the voiceless dental fricative /0/ and the voiced dental fricative /6/ are the difficult sounds that are not easily pronounced in English words by the LI learner in Ghana. The study, therefore, suggests that both teachers and teacher-trainees shouldhave some knowledge in phonic sounds, and that an introduction to phonetics and phonology should be considered as a course in the Colleges of Education.

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Nur Putri, Novenda Alfian, Ida Yeni Rahmawati, and Dian Kristiana. "Implementasi Model Pembelajaran Cerdas Berbahasa Indonesia Fonik (CBI FONIK) dalam Menstimulus Kemampuan Menyimak Anak Usia Dini." Jurnal Paedagogy 9, no. 4 (October 21, 2022): 772. http://dx.doi.org/10.33394/jp.v9i4.5480.

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This study aims to describe the implementation of the Indonesian Phonics Intelligent Learning Model (CBI FONIK) in Stimulating Early Childhood Listening Ability in Pelangi Alam Kindergarten, Ponorogo. This study used a qualitative descriptive method. Observation, interview, and documentation were used to collect the data. This study used observation to see the application of listening skills using the Indonesian Phonics Smart learning model (CBI FONIK). Interviews were addressed to the principal, teachers, and students in group A. The child's achievement card served as documentation. Data analysis in this study used the Miles and Huberman model. It was carried out using the stages of data reduction, data presentation, and verification/drawing conclusions. The results showed that the Smart Indonesian Phonics (CBI FONIK) learning model used the pre-phonic level with the single-story poster and song technique. Its application is not only done in the classroom but mainly in the school environment (nature). Most children can listen well and can say any words they hear.

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Dissertations / Theses on the topic "Phonics"

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Giesige, Lisa Jane. "Can you see Phonics? Phonics for Students who are Deaf or Hard of Hearing." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206105536.

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Tang, Shuk-yee, and 鄧淑儀. "The phonics approach and reading English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26813932.

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Wong, Wing-sze Winsy. "Phonics knowledge of Hong Kong college students." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38890951.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 26-29) Also available in print.

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Diamond, Laura Lyn. "Research-based phonics instruction for beginning readers." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1594.

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Mellen, Brad. "Teaching reading in China : phonics versus whole word /." Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262774.

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Sharp, L. Kathryn. "Phonics, Phonemic Awareness, and Phonological Awareness—Oh My!" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4256.

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Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.

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Cardenas, Jessica M. "Phonics Instruction using Pseudowords for Success in Phonetic Decoding." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/139.

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This study examined a Pseudoword Phonics Curriculum to determine if this form of instruction would increase students’ decoding skills compared to typical real-word phonics instruction. In typical phonics instruction, children learn to decode familiar words which allow them to draw on their prior knowledge of how to pronounce the word and may detract from learning decoding skills. By using pseudowords during phonics instruction, students may learn more decoding skills because they are unfamiliar with the “words” and therefore cannot draw on memory for how to pronounce the word. It was hypothesized that students who learn phonics with pseudowords will learn more decoding skills and perform higher on a real-word assessment compared to students who learn phonics with real words. Students from two kindergarten classes participated in this study. An author-created word decoding assessment was used to determine the students’ ability to decode words. The study was broken into three phases, each lasting one month. During Phase 1, both groups received phonics instruction using real words, which allowed for the exploration of baseline student growth trajectories and potential teacher effects. During Phase 2, the experimental group received pseudoword phonics instruction while the control group continued real-word phonics instruction. During Phase 3, both groups were taught with real-word phonics instruction. Students were assessed on their decoding skills before and after each phase. Results from multiple regression and multi-level model analyses revealed a greater increase in decoding skills during the second and third phases of the study for students who received the pseudoword phonics instruction compared to students who received the real-word phonics instruction. This suggests that pseudoword phonics instruction improves decoding skills quicker than real-word phonics instruction. This also suggests that teaching decoding with pseudowords for one month can continue to improve decoding skills when children return to real-word phonics instruction. Teacher feedback suggests that confidence with reading increased for students who learned with pseudowords because they were less intimidated by the approach and viewed pseudoword phonics as a game that involved reading “silly” words. Implications of these results, limitations of this study, and areas for future research are discussed.

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Dwyer, Edward J. "Explicit Phonics Instruction with Emphasis on Onsets and Rimes." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3734.

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Dwyer, Edward J. "Explicit Phonics Instruction within the Literature Based Reading Program." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3733.

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Books on the topic "Phonics"

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Fidge, Louis. Phonics. Dunstable: Folens, 1997.

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Elwell, Clarence Edward. Phonics. Cleveland, Ohio: Modern Curriculum Press, 1988.

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Don, O'Connor, ed. Phonics. St. Louis, MO: Milliken Pub. Co., 1988.

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David, Smith, and Tulip Jenny, eds. Phonics. London: Lorenz, 2008.

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Carol, Tiernon, ed. Phonics. Torrance, Calif: Frank Schaffer Pub., 2001.

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Fidge, Louis. Phonics. Dunstable: Folens, 1996.

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Weitzel, Susan. Phonics. Torrance, Calif: Frank Schaffer Pub., 2001.

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Potiphar, P. M. H. Phonics. Riddings: Precise Educational, 1990.

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Potiphar, P. M. H. Phonics. Riddings: Precise Educational, 1990.

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Stegenga, Sue. Phonics. Huntington Beach, Calif: Teacher Created Materials, 1994.

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Book chapters on the topic "Phonics"

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Witsken, Deborah. "Phonics." In Encyclopedia of Clinical Neuropsychology, 1938. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1473.

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Witsken, Deborah, and Kristy K. Kelly. "Phonics." In Encyclopedia of Clinical Neuropsychology, 1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1473-2.

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Witsken, Deborah, and Kristy K. Kelly. "Phonics." In Encyclopedia of Clinical Neuropsychology, 2677–78. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1473.

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Satterwhite, Macy, and Matthew C. Lambert. "Phonics." In Encyclopedia of Child Behavior and Development, 1089–90. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2143.

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Seamer, Jocelyn. "Phonics." In Reading Success in the Early Primary Years, 136–49. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003244189-15.

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Diller, Debbie. "Phonics." In Making the Most of Small Groups, 114–38. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032681610-7.

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Wyse, Dominic, Helen Bradford, and John-Mark Winstanley. "Phonics." In Teaching English, Language and Literacy, 158–71. 5th ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-15.

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Gill, Angela, and David Waugh. "Phonics and Reading." In Looking after Literacy: A Whole Child Approach to Effective Literacy Interventions, 33–54. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: Learning Matters, 2017. http://dx.doi.org/10.4135/9781529714814.n3.

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DeVries, Beverly A. "Phonics and Spelling." In Literacy Assessment and Intervention for Classroom Teachers, 111–37. Fifth Edition. | New York : Routledge, 2019. | “Fourth edition published by Routledge 2017”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781351108157-6.

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DeVries, Beverly A. "Phonics and Spelling." In Literacy Assessment and Intervention for Classroom Teachers, 113–41. 6th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003230397-6.

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Conference papers on the topic "Phonics"

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Snape, Linda, Tony Nicol, and Stuart MacFarlane. "Phonics for young children." In Proceeding of the 2003 conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/953536.953567.

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Cullen, Clare, and Oussama Metatla. "Tangible Multisensory Aids for Collaborative Phonics Learning." In CSCW '20: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406865.3418342.

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Badran, Saeed M., Hassan M. H. Mustafa, AbdelAziz M. Al-Bassiouni, and Ayoub Al-Hamadi. "Modeling of phonics reading methodology using neural networks." In 2011 International Conference on e-Education, Entertainment and e-Management (ICEEE). IEEE, 2011. http://dx.doi.org/10.1109/iceeem.2011.6137814.

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Lukes, Dominik, and Chris Litsas. "Building a phonics engine for automated text guidance." In 2015 6th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2015. http://dx.doi.org/10.1109/iisa.2015.7388010.

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Patria, Lilis. "Improving Students‘ Motivation in Learning Phonics through Games." In Proceedings of the 2nd International Conference on Advances in Humanities, Education and Language, ICEL 2022, 07–08 November 2022, Malang, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.7-11-2022.2329345.

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Zhao, Dan, Hao Li, Xiuwen Sun, and Yazhe Tang. "DOLPHIN: Phonics based Detection of DGA Domain Names." In GLOBECOM 2021 - 2021 IEEE Global Communications Conference. IEEE, 2021. http://dx.doi.org/10.1109/globecom46510.2021.9685325.

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Savin, Igor I. "Using a matching transformers with volume coil in phonics." In 2009 International Conference and Seminar on Micro/Nanotechnologies and Electron Devices (EDM). IEEE, 2009. http://dx.doi.org/10.1109/edm.2009.5173977.

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Seyoung, Hong, and Mun-Koo Kang. "The Effects of Phonics Contents on Kindergartener's Reading Ability." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.115.28.

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Nastenko, Olha. "PHONICS OF POETIC LANGUAGE IN THE ASPECT OF IDIOSTYLE RESEARCH." In EDUCATION AND SCIENCE OF TODAY: INTERSECTORAL ISSUES AND DEVELOPMENT OF SCIENCES. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-19.03.2021.v2.50.

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Sun, Guangping, and Wenqin Xie. "Phonics Approach in English Teaching in China from 2011 to 2020." In 1st International Conference on Education: Current Issues and Digital Technologies (ICECIDT 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210527.082.

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Reports on the topic "Phonics"

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Rollo, Greta, and Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, June 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.

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Cheng, T. K., J. Vidal, H. J. Zeiger, E. P. Ippen, and G. Dresselhaus. Displacive Excitation of Coherent Phonons. Fort Belvoir, VA: Defense Technical Information Center, January 1993. http://dx.doi.org/10.21236/ada271727.

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Zhang, Zhaohang, Nitesh Anerao, and Anastasiia O. Krushynska. Magic of Phononics and Metamaterials. Peeref, September 2022. http://dx.doi.org/10.54985/peeref.2209p5848062.

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Leseman, Zayd Chad. Manipulation of Phonons with Phononic Crystals. Office of Scientific and Technical Information (OSTI), July 2015. http://dx.doi.org/10.2172/1191572.

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Bron, Walter E. Phonons, Polaritons, Electronic Carriers and Laser Damage. Fort Belvoir, VA: Defense Technical Information Center, August 1996. http://dx.doi.org/10.21236/ada313796.

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Merlin, Roberto D. Control of Electron Coherences with Coherent Phonons. Fort Belvoir, VA: Defense Technical Information Center, June 2000. http://dx.doi.org/10.21236/ada384771.

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Oggerino, James. An evaluation of a talking machine, the HC 120 Phonic Mirror Handivoice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2978.

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Merlin, R. Studies of Phonons and Electronic Excitations in Semiconductor Heterostructures. Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada249406.

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Farber, D., D. Antonangelli, A. Beraud, M. Krisch, and C. Aracne. FY05 LDRD Final Report Mapping Phonons at High-pressure. Office of Scientific and Technical Information (OSTI), February 2006. http://dx.doi.org/10.2172/928192.

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