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Learning to read is often viewed as the cornerstone of a child’s education process because it contributes to the development of other skills. Reading is a foundational skill in learning that education stakeholders such as parents and teachers need to ensure a child is trained in the best approach forward. Two primary methods dominate the discussion: the sound-based approach of phonics instruction and the whole language reading approach.
Both methods have their advocates and their critics, so which method is right for your child? These are the approaches to reading for children, Let me share these with you and see.
Phonics instruction involves the teaching of symbols that are related to a particular sound. They make children read bare words as individual letters and then join them to make words that are to be read. This method focuses on teaching by presenting concepts in a well-structured, accurate manner using audible, visible, and tangible formats, in an ascending hierarchy of sound structures.
Phonics offers the children what they need most, which is a strategy to associate letters with the sounds as they read.
From the moment when a child is aware of phonics rules, it can exploit new words and it contributes to the improvement of independent reading skills.
Phonics helps learners spell as well since while learning phonics, children learn to connect sounds with letters, therefore, easily spelling words.
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The whole language reading approach entails the concept that there is nothing special with reading that the children cannot learn in the same manner that they learn how to talk. In this method, assessment is based on what is read, and on the reader’s understanding of such materials. The here-stated instructional approach implies that children should be able to read words as wholes and not Word Recognition and use contextual and graphic strategies.
Recognition and use of contextual and graphic strategies.
This method is focused on the appreciation ad reading and enjoyment of literary works.
I discovered that by reading whole texts, they consequently employ context and visual features to comprehend texts that are in most cases complicated.
Whole language teaching and learning strategies are majorly associated with the integration of reading with other learning areas.
The phonics versus whole language controversy has been going on for quite some time. Instruction based on phonics proponents claim that it offers proper, which is useful in reading. In contrast, advocates for the whole language reading approach understand that focusing on meaning and comprehension makes children more active and enthusiastic in reading.
Many researchers have underscored the fact that systematic phonics teaching increases reading achievement, especially among emergent readers and readers with learning disabilities.
Indeed, other studies show that children who have been exposed to a designed literacy environment advocated by the whole language view have better comprehension skills and value books more than other people.
The choice between phonics versus whole language is best made based on a child’s reading style profile and the child’s requirements.
Whereas, phonics appeals to some children with a structured manner of learning as compared to the whole language method that aids in contextual learning.
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There are such programs like “Hooked on Phonics” and “Jolly Phonics” that can give an elaborate systematic approach to phonics teaching that is instrumental in laying the right foundation for young learners.
‘Reading Recovery’ and ‘Literature-Based Instruction’ are two good examples of programs that center on comprehension and hunt for good reading skills or a love for reading, with good literature to be read.
The frameworks of phonics and whole language instruction in teaching reading have not lost relevance among the educators of the present day. Such methods are effective as they ensure that the children will learn the necessary decoding skills and also enhance comprehension and the children’s literature appreciation. Thus, in the blended approach, approaches like “Balanced Literacy” are designed to deliver the spirit of both.
The antagonism of phonics instruction and the whole language reading approach is not always distinguishable. That is, the rewards and punishment methods have unique features, and thus the two procedures work wonder depending on the child’s personality. This means that any parent or educator would have to closely pay attention to how the child is responding to each of the approaches which are then used in developing flexibility towards the methodology in helping the child to develop about reading.
Lastly, the intended aim is to raise independent, fluent, and enthusiastic readers surrounded by the wealth of good books. Therefore by identifying with these most effective reading techniques for children, one can ensure that his child is educationally endowed to the extent of becoming a perennial learner.
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Sahr Ahmed is a dedicated educator with expertise in enhancing students' phonics, communication abilities, and self-assurance. She adeptly facilitates the clear and compelling expression of ideas, tailoring her guidance to suit each student's disposition and aspirations. Sahr fosters creativity, celebrates uniqueness, and cultivates a patient and encouraging educational atmosphere.
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