Critically analyse and discuss the benefits and shortcomings in educating reading through a phonics strategy in comparison to a whole terminology methodology. What exactly are your views about each methodology? Support your quarrels with personal references from related literature.

Teaching students to read is a vital educational goal. Reading gives opportunities and starts up new worlds. Learning to read, will allow students gain new knowledge, enjoy text messages, and do everyday life things. The phonics and the whole language techniques are two main solutions to reading, a argument that still rages among teachers, parents, and experts. Which method of teaching reading works best?

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Whole terminology approach

Teachers using the whole language approach are expected to provide rich environment text messages for students coupled with speaking, listening, reading and writing. This approach emphasise this is of texts above the sounds of notice and phonics instruction. Krammer and Holland discovered that the whole language approach is considered a ‘top down’ methodology meaning the reader use his prior knowledge to interpret and create his personal interpretation of the text he is reading. In my opinion I feel that this process provides a much better understanding of the written text and a far more interesting and creative approach to reading but it could come at the expense of precision and correctness.

Phonics approach

The phonics approach has five key elements to teaching. These are:

Learning the letter sounds

Learning notice formation

Blending

Identifying may seem in words

Spelling the challenging words (Jolly Phonics: Lloyd, S. )

Kelly thinks that good phonic skills will help students become better visitors. It provides a secure grasp of the essential audio and spelling habits that words are composed of. A couple of 44 key phonemes in the English language. “Some of these are sole alphabet looks such as s-a-t-p-i-n, but others may be combinations of words like sh, ck or ie. ” (Kelly, 2009)

Now, I am going to discuss the huge benefits and drawbacks in teaching studying a phonics methodology in comparison to a whole terminology methodology.

Benefits in educating reading through a phonics approach

Using the phonics approach to reading helps the reader to build better the pronunciation and expression reputation (Krammer and Holland). When an individual starts off to pronounce words accurately, it also starts to build self-confidence to speak up more regularly (English for Life, 2008). Improved upon decoding success creates a secure reader. “Facility and reduce in identifying polysyllabic words, and in inferring their meanings from a knowledge of prefixes, suffixes, and root base, help students with comprehension” (Chall, J. & Popp, H. ).

“Teaching phonics can help students develop the skills to read properly and effectively. When faced with a new word, students will offer an arsenal of tools with which to puzzle it out and call it by name–recognizing familiar notice combinations and accessing their recollection of similar words. Students who are secure in their potential to determine unfamiliar words tend to be more wanting to read new and longer texts. ” (Matthews, 2010) Visitors cannot rely only on the use of framework and picture hints. Wiley Blevins explained that students need to have a repertoire of strategies to draw to become skilled, fluent viewers.

Phonics approach helps with the spelling far more than the memorisation and guess work of the complete language way (Krammer and Holland). A person can pronounce and spell effectively when he hears words. For this reason, phonics can help him improve his reading and writing skills (English for Life, 2008).

Drawbacks in educating studying a phonics approach

Although the phonics procedure might work for some students, it may not work similarly well for others. This is anticipated to diverse specific learning abilities. For instance:

Students with hearing challenges may find it difficult to connect sounds and letter groups.

Students with dyslexia often reverse groups of characters, causing misunderstandings with phonetic learning.

Besides that, some children figure out how to read easier using other methods. For instance, the whole language approach teaches children to discover entire words, somewhat than individual does sound (Enne, V. ).

I trust Krammer and Holland that whenever it involves reading using the phonics plan a kid may have difficulty understanding the entire meaning of the text, due to the constant wearing down of words into parts. This will also bring boredom; children would not be able to enjoy the wording contrary to the whole language approach. Fleury declares that “phonics does not connect the children with literature, as the complete language approach does. The bond to literature helps to make reading more interesting. “

It holds true that phonics helps children to appear out various words but there are other words that do not follow simple phonetic guidelines. “These words, called outlaw words, will still need to be memorised. Nearly 50 percent of all English words are outlaw words. ” (Available from: http://www. ehow. com/list_6856037_drawbacks-teaching-phonics_. html)

Should you categorise students and thrust one coaching method?

In my opinion I feel that I balanced strategy should be utilized in teaching reading. The National Reading Panel driven that “phonics teaching is merely one part of an complete reading program for beginning readers. Effective starting reading programs also needs to focus on reading fluency, vocabulary development, and words comprehension. “

(Available from: www. univo. edu. sv:8081/tesis/019961/019961_Cap2. pdf)

In 1996, Honig, mentioned that a well balanced approach is required to educate reading. He detailed it as “a strategy that combines the words and literature-rich activities associated with complete language activities targeted at enhancing meaning, understanding, and the love of language with explicit teaching skills as had a need to develop fluency associated with proficient readers. “

In this article ‘Curriculum: Whole Terminology and Phonics: Can They Work Together?’ written by Cromwell, S. (1997) says that “Supporters of the complete language strategy think children’s literature, writing activities, and communication activities can be utilized over the curriculum to instruct reading; backers of phonics education insist a direct, sequential setting of teaching allows students to understand reading within an organised way”.

There can be an ongoing debate which is the ultimate way to teach a child how to read. Phonics helps children to pronounce better and recognise what. It helps them far more than storage and suppose work found in the whole vocabulary approach. Formulas discovered in phonics can be employed repeatedly. On the other hand, using the complete language procedure helps children to understand better different kinds of texts. It really is a lot more interesting and creative to reading rather than the phonics’ approach. Complete language way emphasises on meaning and understanding. Children memorise many view words and figure out how to read by reading.

I do not have enough experience but I could speak from my three years of coaching practice. I think that both approaches must be used hence utilizing a balanced reading approach. Most children learn through an amalgamation of skills. Each method offers different strategies. You have to remove the thought of “one size works with all” and retain in mind that every child is different. There is no one best method to instruct children.

Educationworld. com says that “Many combinations and permutations are essential to provide an maximum learning environment for a whole class of visitors”

A instructor must be cautious when teaching reading remember the different abilities of his students and concentrating on literature and fun. In the end, it’s the tutor who makes the difference in the learning process. I think that a educator should provide time to read to his students often, choral read with them and also provide them with time to read both only and in pairs.

I remember that when I used to teach phonics through expression games, to calendar year 2 students, it used to work. Students where learning by having a great time. Spending only a short time everyday on phonics and doing only one worksheet daily I eliminated boredom. It is important to try other reading strategies for students who cannot learn phonics easily. Through research, I found out that recorded books or report writing will help.

I make it a point that in my classroom I’ve a library. However I have already been in some classes where school libraries are not available. Students who have social problems how do they come in contact with literacy? It is very important to expose children to books. It is important to have books in class room so that students can search, read and discuss them. Krammer and Holland state that when using a balanced reading procedure, a educator should provide as much structure as you can and some step-by-step skill work, specifically for analytic students, while emphasising literature and fun. Also, a tutor should provide sufficient tools for decoding words, using smaller amounts of direct teaching in phonics for auditory and analytic learners. Tape-recording phonics lessons can help students to work separately to improve their skills.

Visual learners have a tendency to take advantage of the whole language procedure while auditory learners rely more on phonics since they hear the audio of words and identify words. Balanced reading approach is going to be most appropriate!

Finally I conclude using a balanced method of teach reading is going to be most appropriate.

IAE (2003) discovered that both research and school room practices support the utilization of a balanced approach in education. The motive for this is because reading depends upon efficient word acceptance and understanding. I concur that therefore instructions should develop reading skills and strategies, as well as build on the learners’ knowledge by using authentic texts. (Bernhardt, 1991; Bernhardt, 2000; Hulstijn, 1991; Kamil, Mosenthal & Pearson, 2000; Snow Melts away & Griffin, 1998)