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MAJOR TERMS IN PHONICS
INSTRUCTION
BY TIMI HYACINTH
THE CHILDRENS RESOURCE CENTRE3, PEREMABIRI STREET, D-LINE, PORT HARCOURT, E-MAIL: [email protected], TEL: 0802-3231499
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PHONICS
Phonics is a method of teaching readinginstruction which dates back to the 18th century.
In this method, children are taught that wordsare made up of sounds which have letterequivalents.
They learn to read by identifying the small unitsof speech sound and by blending them intopronounceable whole words.
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THE WHOLE LANGUAGE APPROACH TO READING
The whole language approach to reading gainedpopularity in the 1960s and 1970s and is thecurrent type of reading instruction in Nigeria andmany parts of the world today.
Here children are taught to read by memorizingwords as graphic images.
Children did learn to read to a large extent bythis method, but majority develop readingdifficulties whenever they meet unfamiliar words.
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PHONEMIC AWARENESS:
Recent research in the 21st century has discovered thatchildren learn to read better when they are explicitlytaught phonemic awareness.
This is the understanding that words are made up ofsound and that these sounds can be manipulated to formwhole words.
Children are taught that sounds can occur in threepositions in a word; initial (beginning), medial (middle)and final (end).
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PHONEMES
Phonemes are speech sounds. They arethe smallest units of a word.
Phonemes are usually written betweentwo slanting line to show that they arespeech sounds, not letters.
The symbols that represent phonemes aredifferent from those that represent letters.
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EXAMPLES OF PHONEMES
/b/ /a/ /t/ bat
/j/ /a/ /m/ yam
/k/ /a/ /t/ cat
/s/ /k/ /u:/ /l/ school
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GRAPHEMES
Graphemes are the letter equivalents ofphonemes.
A grapheme is a symbol that represents aspeech sound in writing.
A grapheme may be one letter or two or moreletters.
A grapheme is a unit that carries one speechsound.
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EXAMPLES OF GRAPHEMES
GRAPHEME GRAPHEME GRAPHEME WHOLE WORD
b a t bat
s igh sigh
c a tch catch
r ai n rain
t ea m team
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DECODING
Decoding is simply unlocking the written code inour writing system.
It is only one part of reading instruction whichincludes: phonics, phonemic awarenessinstruction, vocabulary instruction, fluencyinstruction, and text comprehension instruction.
Decoding can be done using the phonicsmethod.
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ENCODING
Encoding is the opposite of decoding.
The child should be taught to also write the
words he hears or thinks.
Phonics is used to teach encoding skills.
A child who can write has actually learned to
master the writing code.
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CONSONANT DIGRAPHS
Consonant digraphs are two letters that
represent a single speech sound in writing.
They are letters that are used to represent
sounds for which English has no single
letter equivalent.
See examples on the next page.
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SOME CONSONANT DIGRAPHS
Consonant digraph Words withconsonant
digraphs
ch chip
sh sheep
th thin
ng singwh when
dg dodge
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VOWEL DIGRAPHS
These are two letters that are used to representone single vowel sound.
Please note that the English alphabet has only26 letters which are representing about 44distinct speech sounds.
Two vowel letters are used to represent severalEnglish vowel sounds.
See examples on the next page.
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VOWEL DIGRAPHS WORDS WITH VOWEL
DIGRAPHS
ai rain
ee see
ea pea
oa road
ie pieei eight
ou foul
oo tool
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CVC AND CCVCC
CVC:
Vowel-consonant-vowel.
For example : cat
CCVCC:
Consonant-consonant-vowel-consonant-consonant .
For example: church
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CONSONANT CLUSTERS OR
CONSONANT BLENDS
Two consonants which are side by side in
a word.
They carry two distinct sounds and should
be blended accordingly.
They can occur in initial, medial or final
position in some words.
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EXAMPLES OF CONSONANT
CLUSTERS
Consonantclusters/blends Words withconsonant
clusters
cr cross
fl flagst stone
pl play
dr drive
br bring
sl sleep
tr tree
gr greet
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SEGMENTATION
This is a major part of phonemic andphonics instruction.
Here the child is taught to break words hehears, thinks or reads into small distinctunits.
This helps the process of reading andwriting.
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BLENDING
This is the opposite of segmentation.
Here the words which the child hasidentified as small units of speech sounds
are blended together into pronounceable
units or writeable units.
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A PHONICS PROGRAMME
A Phonics programme is a wholesome method ofteaching reading.
It is a set of carefully outlined and explicit instructions for
teaching reading, through a method of breaking wordsinto speech sounds for easier recognition and fluentpronunciation.
A good phonics programme provides ample opportunity
for practising reading.
It uses a multi-sensory approach in teaching, usingseveral teaching aids and resources.
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VISUAL DISCRIMINATION
For a child to learn phonics, he has to be
able to visually discriminate
letters/graphemes.
He should know the letter shapes and be
able to match letters.
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AUDITORY DISCRIMINATION
This is the childs ability to distinguish
between distinct speech sounds.
It is also involves the ability to discriminate
between two different sounds.
This skill is necessary for successful
phonics.
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MULTISENSORY
This means involving the use of several
senses.
A good phonics programme should involve
the use of most of the senses.
E.g. seeing, singing, listening, story telling,
pictures etc.