Journal articles: 'Phonics'

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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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Adnyana, I. Made, Ida Bagus Putu Arnyana, and I. Gede Margunayasa. "Digital Phonics Literacy Media to Support the Initial Reading Skills of First-Grade Students in Multicultural Bilingual Schools." Jurnal Pendidikan Multikultural Indonesia 6, no. 1 (May 29, 2023): 14–25. http://dx.doi.org/10.23887/jpmu.v6i1.58838.

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Literacy in Indonesia still needs to be improved, and the scope of literacy of students in Indonesia still needs to be narrower, including reading activities not understanding. This research aims to create Indonesian digital phonics literacy media for the beginning reading ability of first-grade students in multicultural elementary schools. The research was developed with the ADDIE model. The research subjects were experts, grade I elementary school teachers, and bilingual learners in multicultural schools. Data collection methods were observation, interview, test, and questionnaire. Data analysis was done with qualitative and quantitative descriptions. The analysis shows that Indonesian digital phonics literacy media consists of digital storybooks, posters, and phonic songs packaged in websites with Google site applications. Media, material, and language validity in Indonesian digital phonics literacy media is very high. Digital phonics literacy media shows a very practical category with a practicality level of 80%-100%, a teacher response score of 89.38%, and a response to the collaboration of parents and students of 88.75%. The effectiveness of the media shows a large category with a significant contribution to students' beginning reading skills. The effect size coefficient of the test shown is 1.53 and 1.86 on the results of the observation analysis of the beginning reading ability of bilingual learners in multicultural schools.

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Chen, Minjie, Hock Seng Goh, Ruey Shing Soo, and Guojie Yin. "The effectiveness of an instructional guide on Chinese pre-service EFL teachers’ knowledge in teaching phonics." Studies in English Language and Education 9, no. 2 (May 23, 2022): 554–73. http://dx.doi.org/10.24815/siele.v9i2.22780.

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In China, phonics instruction has been given substantial emphasis ever since the implementation of the 2011 National English Curriculum for Compulsory Education. However, many Chinese students’ learning outcome remains unsatisfactory due to EFL teachers’ insufficient knowledge to teach phonics and the absence of a phonics instructional guide. To address this gap, this study aims to investigate the effects of a newly developed phonics instructional guide on Chinese pre-service EFL teachers’ knowledge base to teach phonics. Adopting an experimental research design, the study was conducted at a teachers’ college in Sichuan Province, China. There were 172 pre-service EFL teachers assigned into two equivalent groups, namely the experimental group (N=86) and control group (N=86), who took a test respectively before and after the intervention. The measures of the test included seven dimensions aiming to elicit knowledge of general phonics, phonetic system, phonemic awareness, phonics decoding rules, phonics instructions, reinforcement methods, and sight word instructions. The experimental group participants undertook a 15-hour phonics training course using the newly developed Phonics Instructional Guide (PHOInG). The control group participants were taught using a conventional method involving the use of an English textbook prescribed by the college. Results revealed that the Chinese pre-service EFL teachers in the experimental group improved significantly in their overall knowledge base of English phonics and phonics instruction, except for phonemic awareness and knowledge of the phonetic system. These findings point to the importance of using a needs-based and theoretically informed instructional guide when providing phonics and phonics instruction training to Chinese EFL pre-service teachers.

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Suminto, Elisabeth, and Barli Bram. "Phonics Instruction and Perceptions of Teachers in Ave Maria Amnatcharoen School in Thailand." NOBEL: Journal of Literature and Language Teaching 12, no. 1 (April 30, 2021): 1–14. http://dx.doi.org/10.15642/nobel.2021.12.1.1-14.

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This paper aimed to explore how teachers implemented effective techniques of teaching phonics and the teachers’ perceptions of the effects of teaching phonics to the elementary school students of Ave Maria Amnatcharoen School in Thailand. The writers employed qualitative research. Five teachers who were teaching phonics in Ave Maria Amnatcharoen School of Thailand were the research participants. The writers used a questionnaire and an interview. Findings showed that most of the teachers perceived the process of implementing effective techniques in teaching phonics positively. The participants regularly employed various techniques in teaching phonics to the students. Furthermore, the participants also had positive perceptions of the effects of implementing effective techniques in teaching phonics. Most teachers agreed that the students had developed their reading skills through learning phonics. However, there were still some students who did not improve in their reading skills through learning phonics.

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Zhong, Baoning, and Yeqin Kang. "Chinese EFL Teachers’ Perception and Practice of Phonics Instruction." Journal of Language Teaching and Research 12, no. 6 (November 2, 2021): 990–99. http://dx.doi.org/10.17507/jltr.1206.15.

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Phonics was introduced to Chinese mainland two decades ago. To gain an empirical insight into teachers’ perception in teaching phonics to EFL students, this study draws upon data from a survey among 213 primary school EFL teachers in two Chinese provinces. The findings indicate that most teachers hold positive attitudes towards phonics, regarding it more as a word-attack skill. The improvement of teachers’ educational background predicts better phonics teaching effect, yet they need systematic phonics knowledge. Besides, teaching material and teaching strategies are greatly correlated with the teaching effect. It concludes that phonics should be integrated into regular textbooks and effective teacher training is significant for better improvement of phonics instruction.

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Cao, Min. "An Analysis of Phonics Teaching in Mainland China." Journal of Language Teaching and Research 8, no. 2 (March 1, 2017): 286. http://dx.doi.org/10.17507/jltr.0802.09.

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This article tries to analyze the present status of phonics teaching in Mainland China by using documentary research method through sorting out all the essays about phonics teaching in CNKI (China National Knowledge Infrastructure) according to their research contents and research methods. The data collected shows that Phonics, Pinyin and IPA are mainly discussed topics, especially different roles of them in English teaching. Unfortunately, misconceptions about phonics do appear in some of those essays collected, while localization of phonics is emerging. This paper seems to shed light on a general overview of English phonics teaching in Mainland China for English teachers and researchers and cope up with the difficult points and conflicts to provide improvement for phonics teaching.

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Campbell, Stacey. "Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices." Journal of Early Childhood Literacy 20, no. 4 (August 15, 2018): 783–814. http://dx.doi.org/10.1177/1468798418791001.

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Phonics continues to be one of the most controversial literacy instruction topics debated in the USA, the UK, Australia and New Zealand. Given the importance placed on phonics in early literacy learning and the role that teacher beliefs play in the types of code-related literacy children encounter, the purpose of this two phase mixed-methods study was to investigate the relationship between teachers’ reported play–literacy beliefs, their phonics practices and the reasons behind their decisions not to use commercial phonics programmes in the prior-to-school years. This mixed-methods study found there was a correlation related to teachers’ play-based, child-centred literacy beliefs, their reported holistic early literacy phonics practices and their decisions not to use commercial phonics programmes. Logistic regression analysis revealed a positive and significant relationship between early childhood teachers who stated that they would never consider using a commercial phonics programme and their reported belief that children learn letters and sounds incidentally. Thematic analysis of interview data found that the teachers interpreted phonics instruction as a method occurring as an isolated skill–drill activity and subsequently held strong views against heavily scripted commercial phonics programmes. The interview data also revealed a range of play-based and holistic phonics examples embedded through everyday classroom experiences over explicit systematic instruction reported. Early childhood teachers’ knowledge, experience and reported beliefs, together with a high level of confidence in addressing parental pressure to engage in formalised phonics lessons, were reasons behind their reported practices. This study has important implications for understanding the different types of phonics methods children encounter, teacher concerns over loss of play-based literacy learning and the continuing controversy between adult-directed phonics and child-initiated, play-literacy practices.

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Gordon, Kenneth A., and Chester W. Obuchowski. "Franco-Phonics, etc." Modern Language Journal 75, no. 3 (1991): 377. http://dx.doi.org/10.2307/328746.

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Youngman, Angela. "Reading and phonics." 5 to 7 Educator 2009, no. 53 (May 2009): 24–28. http://dx.doi.org/10.12968/ftse.2009.8.5.41750.

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Harrison, David. "The Phonics Champion." Headteacher Update 2016, no. 2 (March 2, 2016): 36–37. http://dx.doi.org/10.12968/htup.2016.2.36.

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Webster, Liz, and Sue Reed. "Making phonics fun." Headteacher Update 2019, no. 1 (January 2, 2019): 32. http://dx.doi.org/10.12968/htup.2019.1.32.

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Cheng, Yu-Lin. "Teaching Phonics to Chinese L1 EFL Pupils." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 3 (July 2012): 76–94. http://dx.doi.org/10.4018/ijcallt.2012070105.

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Despite that converging evidence has led to the mandate of phonics instruction in primary education in the UK, U.S. and EFL (English as a Foreign Language) China and Taiwan, teachers across the board (native or EFL, experienced or novice alike) have been found to lack the knowledge required for delivering high-quality synthetic phonics. While reforms to improve current practices are underway, it is vital that teachers are supported with well-designed educational technology (e.g., interactive synthetic phonics software) to maintain teaching standards and boost learning outcomes. Although well-designed interactive synthetic phonics software is available, it is not suitable for Chinese L1 EFL teachers and pupils. The current article introduces Easy Phonics (interactive synthetic phonics software designed specifically for Chinese L1 EFL teachers and pupils), presents preliminary findings using the software in classroom teaching, and confirms its potential to assist ‘phonics-untrained’ teachers in maintaining teaching standards and boosting learning outcomes. The current article, while supporting the use of educational technology in phonics teaching, does not suggest that educational technology can ‘replace’ teachers in phonics instruction.

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Rendón-Romero, Sara Isabel, Macarena Navarro-Pablo, and Eduardo García-Jiménez. "Using phonics to develop the emergent English literacy skills of Spanish learners." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (January 31, 2021): 111–28. http://dx.doi.org/10.30827/portalin.v0i35.16876.

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Phonics is well established in the English-speaking world, but to date it has beenimplemented to only a limited extent in contexts where English is a foreign language.This study aimed to evaluate the appropriateness of phonics for developing literacy skills of Spanishlearners of English. An experimental pre-test – post-test design was used to determine the method’sadded value. The sample consisted of two equivalent groups in a Spanish bilingual state primaryschool, a control and a treatment group, where a phonic method was implemented by the researcher.Data were collected through tests measuring emergent Spanish and English literacy skills. Non-parametric tests and correlations were used for data analysis.The treatment group presented a significant improvement in phonological awareness, naming andletter and pseudo-word reading in the Spanish and English post-test. These 7-year-old childrenattained a level in English literacy skills equivalent to English children aged 5.8. The findings alsosuggested a positive transference of skills between English word reading and Spanish pseudo-wordreading.The present study can serve as a possible proposal to help improve our Spanish bilingual programmesthrough the use of phonics in the early years in order to increase learners’ English reading level.

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Chu, Min-Chin, and Shu-Hui Chen. "Comparison of the Effects of Two Phonics Training Programs on L2 Word Reading." Psychological Reports 114, no. 1 (February 2014): 272–91. http://dx.doi.org/10.2466/28.10.pr0.114k17w0.

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Empirical evidence shows that explicit phonics teaching is beneficial for English word reading. However, there has been controversy as to whether phonics teaching should incorporate meaning-involved decodable text instruction to facilitate children's word reading. This study compares the effects of phonics teaching with and without decodable text instruction on immediate and delayed English word reading in 117 Taiwanese children learning English, assigned to a Phonics-only group ( n = 58) and a phonics plus decodable text instruction (Phonics+) group ( n = 59). Results showed that although both groups significantly improved in immediate and delayed post-test word reading, the Phonics+ group performed better in both post-tests, but the difference was significant only in the delayed word reading, suggesting a better long-term retention effect produced by Phonics+ teaching. These indicated that incorporated meaning-involved decodable text reading might offer another better facultative linking route for English word reading even for non-alphabetic child learners of English. The findings were discussed from linguistic, psycholinguistic, and reading perspectives, with implications drawn for second/foreign language teaching and research in reading instruction.

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Putra, Rizky Anugrah. "Efficacy of English Phonics Instruction in Helping EFL Students to Decode Vowel Digraph Letters." Pulchra Lingua: A Journal of Language Study, Literature & Linguistics 2, no. 1 (July 18, 2023): 56–66. http://dx.doi.org/10.58989/plj.v2i1.20.

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The current study aimed to disclose how effective Phonics instruction is in increasing speech accuracy and glimpsing at students' perspectives on phonics learning in the classroom. This study applied quasi-experimental research involving 30 Department of Literature students learning English as a foreign language. The researcher also used the questionnaire to glimpse their perspective on phonics instruction. This study discovered that phonics learning significantly improved pronunciation accuracy and the ability to decode vowel digraph <ai>. In addition, students also have a positive view of phonics learning, which is one of the important materials at the beginning of the introduction of foreign language systems which helps them produce accurate utterances and helps improve literacy. The current study considers that phonics instruction needs to get important attention to become a solution to student learning problems.

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Camilli, Gregory, Sadako Vargas, and Michele Yurecko. "Teaching Children to Read : The Fragile Link Between Science & Federal Education Policy." education policy analysis archives 11 (May 8, 2003): 15. http://dx.doi.org/10.14507/epaa.v11n15.2003.

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Teaching Children to Read (TCR) has stirred much controversy among reading experts regarding the efficacy of phonics instruction. This report, which was conducted by the National Reading Panel (NRP), has also played an important role in subsequent federal policy regarding reading instruction. Using meta-analysis, the NRP found that systematic phonics instruction was more effective than alternatives in teaching children to read. In the present study, the findings and procedures leading to TCR were examined. We concluded that the methodology and procedures in TCR were not adequate for synthesizing the research literature on phonics instruction. Moreover, we estimated a smaller though still substantial effect (d = .24) for systematic phonics, but we also found an effect for systematic language activities (d = .29) and tutoring (d = .40). Systematic phonics instruction when combined with language activities and individual tutoring may triple the effect of phonics alone. As federal policies are formulated around early literacy curricula and instruction, these findings indicate that phonics, as one aspect of the complex reading process, should not be over-emphasized.

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Utami, Setyo, and Bachrudin Musthafa. "The Utilization of Phonics Songs in Phonics Reading Classes in Indonesia: Teachers’ Perspectives." Jurnal Pendidikan Bahasa dan Sastra 22, no. 2 (February 27, 2023): 201–8. http://dx.doi.org/10.17509/bs_jpbsp.v22i2.55911.

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The use of phonics approaches for teaching early reading skills to young learners in Indonesian EFL classes seems to be on the rise. However, as phonics relies on students’ ability in corresponding letters and the sounds of the letters, the fact that the English pronunciation for the alphabet is different from that of Bahasa Indonesia could be an obstacle in a way that it might lead students to confusion. To cope with this problem, some teachers are found to have applied phonics songs in order to help their young learners. This paper aims to report teachers’ perspectives on their experiences in utilizing phonics songs to help young learners in Indonesia develop their early reading skills. A case study is employed by using instruments of questionnaires and interviews involving 20 EFL teachers in Indonesia. The results show the teachers’ positive perspectives on the utilization of phonics songs in early reading classes as well as its benefits and drawbacks which can be aspects that teachers should seriously consider when choosing the most suitable phonics songs to be applied in young learners’ classes in Indonesia.

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Amadi, Eugenia Ada, and Grace C. Offorma. "Effects of Two Phonics Instructional Modes on English as Second Language Learners’ Achievement in Reading." Studies in English Language Teaching 7, no. 2 (May 24, 2019): p236. http://dx.doi.org/10.22158/selt.v7n2p236.

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This study examines the effects of two phonics instructional modes on the reading achievement of Nigerian learners of English as a second language. The design of the study was quasi-experimental. The study specifically adopted the non-equivalent, non-randomized control group design. The sample of the study were 118 primary one school pupils who were drawn from four public primary schools in Enugu, South East, Nigeria using multi-stage sampling technique. The participants who were assigned to experimental and control groups were pretested and post tested. The experimental group was taught using synthetic phonics while the control group was taught using analytic phonics. Data were generated with Means, Standard Deviation and Analysis of Covariance (ANCOVA). While Means and Standard Deviation were used to answer the research questions, ANCOVA was used to test the hypothesis at p<0.05. The findings of the study indicated that Synthetic phonics significantly improved pupils’ achievement in reading more than analytic phonics. Based on the findings, it was concluded that synthetic phonics is a more effective mode of teaching beginning reading than analytic phonics. A proper exposure of pre and in-service teachers to the techniques and activities involved in synthetic phonics as well as the adoption and proper implementation of the method for reading instruction in Nigerian primary schools were recommended.

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Xue, Yuxiu, and Jingjing Wang. "English Listening Teaching Device and Method Based on Virtual Reality Technology under Wireless Sensor Network Environment." Journal of Sensors 2021 (October 11, 2021): 1–11. http://dx.doi.org/10.1155/2021/8261861.

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This paper presents an in-depth study and analysis of the design and implementation of English listening instruction using wireless sensing microprocessors combined with the technology of virtual environments. Inaccurate speech hinders smooth communication and restricts the development of various skills in foreign language learning. To learn English well, mastering phonetics is a crucial first step. Especially for learners in junior and senior high schools, phonics teaching is considered an essential part. In the face of the new standards which put higher demands on phonetic intonation, the traditional methods of teaching phonetics have little effect on improving phonetics and are even somewhat overwhelming. Therefore, increased researchers are trying to find effective phonics teaching methods to improve the current problems in high school phonics teaching. Important definitions of virtual reality, augmented reality, and teaching resources are collected and organized, typical applications of augmented reality in education at the present stage are summarized, important events in the development of augmented reality are reviewed, key technologies of augmented reality are briefly described, hardware and software resources required to realize the effect of augmented reality are introduced, and pedagogical theories underlying the study of augmented reality in English teaching resources are discussed. The results of the student walk-through quizzes are analyzed using SPSS with independent sample t -tests, and the distribution of the number of scores is statistically analyzed in the form of graphs, and interviews with students and teachers are used to gain a deeper understanding of the effectiveness of the resource in teaching practice. The value of the application of the augmented reality primary school English teaching resource is explored.

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Wahjusaputri, Sintha, Dewi Zulviana, Lidya Putri Apriliana, Exabella Handayani, and Abd Rohman Hakim. "Metode Phonics Menggunakan Aplikasi Oxford Phonics World dalam Pembelajaran Bahasa Inggris bagi Siswa." Murhum : Jurnal Pendidikan Anak Usia Dini 4, no. 2 (August 7, 2023): 1–15. http://dx.doi.org/10.37985/murhum.v4i2.266.

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Penelitian ini bertujuan untuk mengimplementasi metode Phonics menggunakan aplikasi Oxford Phonics World dalam pembelajaran Bahasa Inggris bagi siswa. Metode penelitian menggunakan kualitatif deskriptif untuk mengeksplorasi fenomena yang terlihat secara alami. Informan yang dijaring adalah guru, siswa dan orang tua. Lokasi penelitian di Kinderland Preschool Jakarta Selatan. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Analisis peneliitian menggunakan. Analisa data dilakukan secara interaktif dan berkelanjutan sampai data tersebut tuntas dan jenuh, atau jawaban serupa. Salah satu metode yang digunakan yaitu metode Phonics menggunakan aplikasi Oxford Phonics World. Hasil temuan mengungkapkan bahwa pada Kinderland Preschool Kuningan Jakarta Selatan, metode Phonics termasuk pada subyek kurikulum Language and Literacy yang wajib diajarkan ke siswa mulai dari level paling kecil yakni Pre-Nursery hingga ke level paling besar yakni Kindergarten 2. Hal ini menunjukkan metode Phonics berperan penting tidak saja untuk meningkatkan kemampuan membaca siswa dalam bahasa Inggris, namun juga mampu meningkatkan keterampilan atau kemampuan literasi tahap awal, membantu memperlancar pengucapan dalam berbicara yang akan membantu meningkatkan kepercayaan diri (self-confidence) siswa dan ini tentunya berdampak baik terhadap sekolah karena mampu menaikkan mutu sekolah yang menciptakan siswa yang memiliki kemampuan membaca Bahasa Inggris dengan baik, benar serta menjadi pembaca yang mandiri (independent reader).

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Killion, Kevin C. "Is Phonics the Answer?" Science News 157, no. 18 (April 29, 2000): 275. http://dx.doi.org/10.2307/4012401.

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Barnabas, Claire. "Get active with phonics!" Primary Teacher Update 2012, no. 12 (September 2012): 24–26. http://dx.doi.org/10.12968/prtu.2012.1.12.24.

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Kerwin-Nye, Anita. "CONCERN OVER PHONICS CHECK." Primary Teacher Update 2012, no. 5 (February 2012): 42. http://dx.doi.org/10.12968/prtu.2012.1.5.42.

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McKeown, Sal. "Monster idea for phonics." Primary Teacher Update 2013, no. 27 (December 2013): 50–51. http://dx.doi.org/10.12968/prtu.2013.1.27.50.

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Owens, Bernadette. "Putting phonics into practice." Practical Pre-School 2001, no. 26 (March 2001): 3–5. http://dx.doi.org/10.12968/prps.2001.1.26.40876.

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Hewson, Claire. "A stepstone to phonics." Practical Pre-School 2013, no. 148 (May 2013): xv—xvi. http://dx.doi.org/10.12968/prps.2013.1.148.xv.

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Aubrey-Smith, Fiona. "A platform for phonics." 5 to 7 Educator 2009, no. 51 (March 2009): 34–35. http://dx.doi.org/10.12968/ftse.2009.8.3.39129.

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Joseph, Laurice M., and Mary Ellen Seery. "Where Is the Phonics?" Remedial and Special Education 25, no. 2 (March 2004): 88–94. http://dx.doi.org/10.1177/07419325040250020301.

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Stahl, Steven A. "TEACHING CHILDREN WITH READING PROBLEMS TO DECODE: PHONICS AND “NOT‐PHONICS” INSTRUCTION." Reading & Writing Quarterly 14, no. 2 (April 1998): 165–88. http://dx.doi.org/10.1080/1057356980140203.

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Malik, Sadia, and Saiqa Imtiaz Asif. "Evaluation of Phonics Content in PTB Primary Grade Text Books and Assessment Schemes: Scope for Technology-Enhanced Language Learning (TELL) and Assessment Tools." International Journal of Linguistics and Culture 3, no. 1 (May 29, 2022): 37–60. http://dx.doi.org/10.52700/ijlc.v3i1.85.

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This research aims to evaluate the phonics content in primary level textbooks by Punjab textbook board and the assessment schemes from the perspectives of their strengths and weak aspects for teaching and assessing phonics as an oral skill. The scope for the technology-enhanced learning and assessing tools is also highlighted as a supporting tool for phonics teaching in government school system for the leaners and teachers simultaneously. Following a qualitative approach, the methodology of document analysis was adopted to carry out the evaluation through researcher made checklists. The English textbooks taught from KG-Grade V were surveyed thoroughly to investigate the phonics related activities given in each unit of book; the formative and summative assessment schemes were also probed into to explore the synchronization between teaching and assessment material. The findings realized a serious discrepancy that phonics content in the textbooks despite being relevant and appropriate could be potentially exploited to be taught through alphabetic method in case of not supported with some audio-visual material. Assessment schemes related to phonics skill of primary grade learners also assessed it mostly through written exercises that can have serious impact on the teaching practices and methodology of teachers as they may tend to make the learners cram the phonics concepts instead of uttering the sounds and develop the sound-letter association. On the basis of these findings, recommendations are made to use technology-enhanced tools for phonics teaching at primary level as supporting materials and assessing it as an oral skill.

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arya, Poonam, Prisca Martens, Patricia Wilson, Bess Altwerger, Lijun Jin, Barbara Laster, and Debora Lang. "Reclaiming Literacy Instruction: Evidence in Support of Literature-Based Programs." Language Arts 83, no. 1 (September 1, 2005): 63–72. http://dx.doi.org/10.58680/la20054441.

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This study examines claims regarding the benefits of systematic and explicit phonics programs by comparing literature-based programs with commercial phonics-based programs to determine which best supports second grades’ reading strategies and comprehension. Students in literature-based programs performed comparably in their use of graphophonics and focused more on meaning than students in phonics programs.

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Alisa Hildayanti, Ratna Dewi Ibrahim, Devaron Suardi, and Rifki Arip Nugraha. "Pendampingan Kemampuan Literasi Anak Melalui Pembelajran Fonik." NUSANTARA Jurnal Pengabdian Kepada Masyarakat 3, no. 4 (August 31, 2023): 72–78. http://dx.doi.org/10.55606/nusantara.v3i4.1798.

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Children's literacy skills play a crucial role in their cognitive and academic development. The phonics learning approach has been proven effective in helping children develop good reading and writing skills. This study aims to describe how children's literacy mentoring through phonics learning can improve their reading and writing skills. children's literacy mentoring through phonics learning has a positive impact in improving reading and writing skills. The involvement of teachers and parents is crucial in providing support and motivation to the children. This research provides a deeper look into how the phonics approach can be effectively implemented in an effort to improve children's literacy.

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Montero Ramirez, Ana Maria. "Enhancing communicative skills in early childhood education: the role of the oral tradition and phonics." Child Studies 1, no. 4 (July 12, 2024): 87–100. http://dx.doi.org/10.21814/childstudies.5532.

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This article is based on the reflection of the oral tradition and phonics in the communicative experience in early childhood education. The communicative experience in early childhood education is enriched through the oral tradition. Children learn to listen actively, imagine vividly, and express themselves creatively using those communicative experiences: Oral tradition and phonics. This article also explores the importance of oral tradition and phonics, because oral tradition is the use of phonics in the process of learning communicative skills in children. Phonics is a method of teaching by understanding how letters sound, children can string them together to form words and communicate effectively. The article aims to conclude that cultural transmission is also enriched through oral tradition within educational practices, factors that strengthen oral and communicative skills in early childhood education, such as phonetic practices, should be taken into account.

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Retnomurti, Ayu Bandu, Nurmala Hendrawaty, and Nurhayati Nurhayati. "Strategi Pengenalan Membaca Phonics Method dalam Pengabdian kepada Masyarakat di Jakarta Selatan." JPP IPTEK (Jurnal Pengabdian dan Penerapan IPTEK) 3, no. 1 (May 28, 2019): 15–24. http://dx.doi.org/10.31284/j.jpp-iptek.2019.v3i1.473.

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Tujuan dilaksanakannya pengabdian masyarakat ini yaitu untuk menjelaskan bagaimana strategi pengenalan membaca kosakata bahasa Inggris melalui metode phonics bagi Guru di wilayah Jagakarsa Jakarta Selatan semester Gasal 2018/2019 dan menjelaskan produk luaran yang dihasilkan melalui strategi phonics dalam kegiatan pengabdian masyarakat ini. Metode phonics merupakan salah satu metode membaca yakni “Para guru mengajarkan siswa bagaimana bunyi-bunyi huruf itu maupun mencampur bunyi-bunyi secara bersama-sama untuk membentuk kata dan metode bunyi (phonics method) merupakan suatu teknik belajar membaca yang menekankan pada bunyi (lafal pengucapan) yang dihasilkan oleh huruf-huruf yang terdapat di dalam kata (bunyi semacam itu dapat berbeda dari nama-nama huruf ini, seperti dalam bahasa Inggris ketika bunyi huruf c [si] tidak sesuai dengan pengucapan kata [cat].” Selain itu, kelebihan metode ini adalah memudahkan siswa membuat hubungan otomatis antara kata dan bunyi, siswa dapat membunyikan dan membacanya sendiri. Pembelajaran bahasa Inggris menggunakan instruksi phonics lebih efektif daripada belajar membaca tanpa instruksi phonics. Mengacu pada hal tersebut disarankan bahwa bagi sekolah diharapkan mampu mengarahkan guru untuk menggunakan metode atau strategi pembelajaran yang mempu menarik antusias siswa dalam belajar serta menciptakan suasana kelas yang nyaman dan menyenangkan. Bagi guru, ketika pembelajaran berlangsung diharapkan ada dua orang guru atau lebih untuk mengondisikan serta diharapkan guru berbicara secara tepat dan lantang ketika pembunyian huruf phonics sehingga siswa mampu mendengar dengan jelas.

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Syakir, Akhmad. "IMPLEMENTASI METODE JOLLY PHONICS BERMUATAN NILAI ISLAMI UNTUK PENGENALAN HURUF DAN KEMAMPUAN MELAFALKAN FONEM BAGI ANAK USIA DINI." JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA 10, no. 1 (April 29, 2020): 59. http://dx.doi.org/10.20527/jbsp.v10i1.8396.

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Abstract The Implementation of Jolly Phonics with Islamic Values to Introduce Letters and Pronunciation for Toddler. The success in introducing letters to early childhood cannot be separated from how the stimulus method is used. But many do not yet know how to effectively introduce letters to early childhood. The Jolly Phonics method is a method that teaches reading by means of synthesizing letter sounds to read words and teach sounds of letters in a multisensory manner. Data collection techniques are observation and documentation. The results showed that the Islamic jolly phonics method can increase the enthusiasm of students in the teaching and learning process, improve the ability to recognize letters and the ability to recite phonemes. Key words: jolly phonics, alphabet, phoneme, islamic Abstrak Implementasi Metode Jolly Phonics Bermuatan Nilai Islami untuk Pengenalan Huruf dan Kemampuan Melafalkan Fonem bagi Anak Usia Dini. Keberhasilan dalam memperkenalkan huruf pada anak usia dini tidak lepas dari bagaimana metode stimulus yang digunakan. Namun banyak sekali yang belum mengetahui bagaimana cara yang efektif untuk memperkenalkan huruf pada anak usia dini. Metode Jolly Phonics merupakan metode yang mengajarkan membaca dengan menggunakan cara sintesa bunyi huruf untuk membaca kata dan mengajarkan bunyi huruf-huruf secara multisensori. Teknik pengumpulan data adalah observasi dan dokumentasi. Instrumen yang digunakan adalah lembar observasi dengan bentuk Check List. Indikator yang diteliti yakni kemampuan menyebutkan huruf-huruf dan melafalkan fonem huruf. Teknik analisis data dilakukan secara deskripsi kuantitatif. Hasil penelitian menunjukkan metode jolly phonics islami dapat meningkatkan semangat anak didik dalam proses belajar mengajar, meningkatkan kemampuan mengenal huruf dan kemampuan melafalkan fonem. Kata-kata kunci: jolly phonics, huruf, fonem, islami

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Nur Kart, Ayse. "VISUAL PHONICS: RELEVANT FOR ALL EARLY READERS, ESPECIALLY STRUGGLING READERS." Journal Human Research in Rehabilitation 13, no. 1 (April 14, 2023): 141–47. http://dx.doi.org/10.21554/hrr.042316.

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Visual Phonics is a multisensory method for teaching phonological skills using visual, auditory, and kinesthetic modalities and has the potential to improve the literacy development of diverse students, especially struggling readers. Many interventions designed for specific populations (e.g., students who are deaf or have learning disabilities) can be generalized to the larger population of students. However, the potential of these interventions is often overlooked or regarded as not applicable to specific cohorts of students. Visual Phonics is one such example. Therefore, this paper describes visual phonics, reviews selected studies on its effectiveness, and provides instructional activities and strategies of Visual Phonics to show how to use this system effectively.

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Smith, Frank. "Why Systematic Phonics and Phonemic Awareness Instruction Constitute an Educational Hazard." Language Arts 77, no. 2 (November 1, 1999): 150–55. http://dx.doi.org/10.58680/la199985.

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Frank Smith argues that systematic phonics is destined to fail as a method of reading instruction and will make learning to read more difficult for many children. Phonics-focused instruction fails to understand or ignores how children actually learn to read; the time to learn phonics, if at all, is during reading; and phonemic awareness is spurious. Smith reveals the ideological and commercial focus of such methods.

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Min Jie, Chen, Goh Hock Seng, Soo Ruey Shing, Yin Guo Jie, Raja Nor Safinas Raja Harun, and Charanjit Kaur Swaran Singh. "Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics." World Journal of English Language 12, no. 8 (October 17, 2022): 219. http://dx.doi.org/10.5430/wjel.v12n8p219.

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Empirical studies have shown that pre-service EFL teachers were not well prepared to teach phonics because they lacked a phonics instructional guide. To develop the guide, the required knowledge should include reference to a needs assessment at the initial stage of instructional design. This study aimed to identify the required knowledge with which pre-service EFL teachers can teach phonics. A survey was issued to 146 school EFL teachers who were appointed as practicum supervisors from five full-fledged schools, a focus group discussion was held among 7 EFL group directors, and a focus group discussion was conducted among 5 teacher educators. The results revealed that 7 knowledge dimensions generalised from the literature were consolidated as required knowledge, including i) phonics-related knowledge; ii) decoding rules; iii) phonics instruction approaches; iv) sight words instruction; v) sound system knowledge; vi) phonemic awareness; and vii) rule-maintenance approach. Three new findings also emerged. First, a knowledge discrepancy was identified in understanding the National English Curriculum. Second, further investigation is needed into the Curriculum Design and Study of the Curriculum and Textbooks courses in teacher preparation program. The third is the suggestion to include curriculum design and lesson planning within the knowledge required by EFL group directors, through which enlightened educators include lesson plans in the phonics instruction approaches section in the guide. Most importantly, the identified required knowledge would provide the prerequisites for investigating pre-service EFL teachers’ present knowledge and their desired changes needed to develop a guide that prepares them to teach phonics.

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Yap, Jia Rong, and Mellisa Lee Lee Chin. "Using Systematic Synthetic Phonics to Accelerate Rural Indigenous Children’s Acquisition of Early Literacy Skills." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 1–18. http://dx.doi.org/10.26803/ijlter.19.10.1.

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Studies focusing on the strategy of phonics in Malaysia have highlighted the insufficiency and ineffectiveness of SBELC phonics training received by teachers, resulting in confusion among them as to what really constitutes effective use of the phonics strategy. On the other hand, systematic synthetic phonics (SSP) has been proven beneficial in accelerating the performance of children in their early literacy. However, few studies have been conducted on English language learners as the majority of those research was focused on native speakers of the English language. Against this background, this article presents a description of a systematic way of teaching phonics that could inform teachers on how the strategy can be optimally utilised to accelerate the performance of students who are possibly at risk of being left behind. It then reports an investigation that compared the efficacy of SSP against SBELC phonics in accelerating the acquisition of early literacy skills with a group of indigenous children residing in the rural parts of Sarawak, Malaysia. Five instruments; (1) productive letter-sound test, (2) free-sound isolation test, (3) reading test, (4) spelling test, and (5) oral-reading fluency test were administered to measure phonemic awareness, decoding, reading, and spelling ability. Data were collected from the pretest and the posttest. The results demonstrate that both groups recorded significant improvement in reading and spelling, but children in the experimental group (SSP) outperformed the control group (SBELC phonics) significantly. Following this, SSP should be implemented in classrooms to help accelerate children’s early reading fluency and spelling ability.

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Murphy Odo, Dennis. "A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2." SAGE Open 11, no. 4 (October 2021): 215824402110591. http://dx.doi.org/10.1177/21582440211059168.

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Despite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 to 2019 yielded 45 articles with 46 studies containing 3,841 participants in total. Effect sizes were recorded for the effect of various PA and/or phonics instructional interventions on word and pseudo word reading. Results demonstrated that L2 PA and phonics instruction has a moderate effect on L2 word reading ( g = 0.53) and a large effect on pseudo word reading ( g = 1.51). Moderator analyses revealed effects of a number of moderators including testing method, type of PA/phonics intervention, and context where the intervention occurred. Based upon these conclusions, policymakers and educators can provide beginning learners of English as an L2 with PA and phonics instruction that will enable them to read, understand and enjoy English better. Future research should also strive to adhere to more stringent standards of excellence in educational research.

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Wilson, Julie, and Susan Colmar. "Re-evaluating the Significance of Phonemic Awareness and Phonics in Literacy Teaching: The Shared Role of School Counsellors and Teachers." Australian Journal of Guidance and Counselling 18, no. 2 (December 1, 2008): 89–105. http://dx.doi.org/10.1375/ajgc.18.2.89.

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AbstractThis article examines recent research and developments relating to the role of phonemic awareness and phonics in early literacy education and the relevance of these findings for school counsellors and teachers. It defines and reviews the role of phonemic awareness and phonics in theoretical models of reading processes, including whole-language, code-based and balanced literacy programs, to determine the varying degrees of significance attributed to these components in early reading instruction. It critically reviews recent national and international government research, reports and recommendations to examine how phonemic awareness and phonics are conceptualised and translated into educational policy. In doing so, the article highlights the need for establishing a comprehensive and explicit theoretical and practical framework for the teaching of phonemic awareness and phonics, and a thorough analysis of the range of traditional and contemporary methods of teaching phonemic awareness and phonics in the classroom. The importance of school counsellors having a greater understanding of research about contemporary best practices in literacy education, and a key role, in partnership with teachers, in ensuring such knowledge is put into practice, is emphasised.

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Journal articles on the topic 'Phonics'

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