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History of Phonics
Transcript of History of Phonics
Letter to sound relationships is how phonics started with rules and pronunciation day after day.
This is important to note where phonics started branching out. This concept describes a teacher pointing to a letter and the students pronouncing the sound repeatedly.
Phonics in the Past 1920- 1950
Children are expected to match the heard sounds to the written letters and be able to make associations.
/m/ - m - mad
This is important to note because students were taught implicit instruction when they couldn't make out a phoneme just yet.
Whole Language 1986
History of Phonics
"Heartless Drudgery" 1921
Whole Word Method 1930-1950
This method emphasized vocabulary and repetition.
This idea is based on students memorizing recognized words.
This method is where "Dick and Jane" originated.
Why Johnny Can't Read
Book written by Rudolph Flesch criticizing the use of whole word and not phonics. It's important to note when phonics education was encouraged to be taught.
Children are told which sounds match with each letter / word. This way the phoneme is pointed out as opposed to implicit where they have to make out the phoneme for themselves.
Semantic, syntactic, and graphophonic.
Helps with comprehension.
This system will help students break apart the words on the page to determine meaning and they do this by using 1, 2, or all 3 cues.
Learning to Read and Learning to Talk Are Different.
National Reading Panel 1997
"Concluded that phonics was the most successful way to teach reading and instruction that included phonics was much more effective" (Beck, 11).
This brings us close to today's teachings where phonics is a very effective basal learning method to teach students to read.
No Child Left Behind 2001
Funded Reading First which is a program that advanced both systematic and explicit phonics instruction.
Systematic and explicit phonics instruction is the best way to learn phonics.
Systematic instruction teaches letter-sound patterns logically.
Explicit instruction points to letter-sound patterns directly.
This is way to go so students can see it, memorize it, and be able to make their own connections.
Where is it going next?
This should be important to note because using the whole language method falsly assumes that reading should come naturally.
This isn't the case. It takes practice and hard work to learn how to read, therefore discovering that whole-language is not an effective method.
Due to time constraints nobody is sure the direction teaching phonics is going to take.