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Phonics vs. Graphophonics

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Brandi Nichols

on 11 March 2014

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Transcript of Phonics vs. Graphophonics

Phonics vs. Graphophonics
What is it?
"Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language" (Freeman & Freeman, 2004, p. 130)

* Considered conscious learning--It must be explicitly and systematically taught!

* Mandatory curriculum before learning how to read.

* Child does not need to read to be tested--Phonics knowledge can be tested independently.
What is it?
"Graphophonic knowledge develops as children, who already can distinguish among sounds to make sense of oral language, combine their knowledge of sounds with their emerging understanding of written language to construct meaning from written texts" (Freeman & Freeman, 2004, p. 75).

* Considered subconscious learning--It can be acquired through reading.

* As it is developed through the action of reading, it is not considered a prerequisite.

* Assessment takes place as the child reads.
How do we teach it?
* Through explicit teaching--"...involves stating rules clearly, providing examples, and giving students practice in applying rules" (Freeman & Freeman, 2004, p. 132).

* Through systematic teaching--lessons that are taught in a sequential manner.

* Worksheets, spelling quizzes, vocabulary lists
How do we teach it?
What side are you on?
* While Phonics is concerned with how meaning is constructed by way of word identification ("sound-letter correspondences" [Freeman & Freeman, 2004, p. 139]), Graphophonics is concerned with constructing meaning by way of background knowledge, cues, and context clues.

* There are many opinions about what is the best approach and many studies to prove and disprove the effectiveness of both. So...

* What side are you on?
Through reading to children when they're young and having them read independently or with a mentor (teacher, parent, caregiver, etc.): "Young children benefit from being read to and by being involved in language games, songs, and rhymes. In addition, when teachers write stories that children dictate during a language experience activity, children develop subconscious graphophonic knowledge" (Freeman & Freeman, 2004, p. 148).

* Great resources for teachers and parents:

The Disappearing Alphabet Book
(Wilbur, 1997)

The Ocean alphabet Book
(Pallotta, 1986b)

The Butterfly Alphabet
(Sandved, 1996)
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