Phonics Approach

 

Phonics Approach:

The phonics approach to reading instruction teaches students the letters of the alphabet and the sounds that each makes. Students use individual letter sounds to form more complex words. Letter recognition is an important first step in reading. Students learn to pair the letter with a unique sound. 

The primary focus of phonics instruction is to help beginning readers understand how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns and to help them learn how to apply this knowledge in their reading. 

Phonics instruction may be provided systematically or incidentally. The hallmark of a systematic phonics approach or program is that a sequential set of phonics elements is delineated, and these elements are taught along a dimension of explicitness depending on the type of phonics method employed. Conversely, with incidental phonics instruction, the teacher does not follow a planned sequence of phonics elements to guide instruction but highlights particular elements opportunistically when they appear in text. 

Types of phonics instructional methods and approaches:

His table depicts several different types of phonics instructional approaches that vary according to the unit of analysis or how letter-sound combinations are represented to the student. For example, in synthetic phonics approaches, students are taught to link an individual letter or letter combination with its appropriate sound and then blend the sounds to form words. In analytic phonics, students are first taught whole word units followed by systematic instruction linking the specific letters in the word with their respective sounds. Phonics instruction can also vary with respect to the explicitness by which the phonic elements are taught and practiced in the reading of text. For example, many synthetic phonics approaches use direct instruction in teaching phonics components and provide opportunities for applying these skills in decodable text formats characterized by a controlled vocabulary. On the other hand, embedded phonics approaches are typically less explicit and use decodable text for practice less frequently, although the phonics concepts to be learned can still be presented systematically.

• Analogy phonics: 

Teaching students unfamiliar words by analogy to known words (e.g., recognizing that the rime segment of an unfamiliar word is identical to that of a familiar word, and then blending the known rime with the new word onset, such as reading brick by recognizing that -ick is contained in the known word kick, or reading stump by analogy to jump). 

• Analytic phonics: 

Teaching students to analyse letter-sound relations in previously learned words to avoid pronouncing sounds in isolation. 

• Embedded phonics: 

Teaching student’s phonics skills by embedding phonics instruction in text reading, a more implicit approach that relies to some extent on incidental learning. 

• Phonics through spelling: 

Teaching students to segment words into phonemes and to select letters for those phonemes (i.e., teaching students to spell words phonemically). • Synthetic phonics Teaching students explicitly to convert letters into sounds (phonemes) and then blend the sounds to form recognizable words.