Hasil menunjukkan latihan fonik mungkin berkesan untuk meningkatkan beberapa kemahiran membaca. Secara khusus, ia mempunyai kesan besar terhadap ketepatan membaca nonword, kesan sederhana terhadap ketepatan membaca perkataan, dan kesan kecil hingga sederhana untuk pengetahuan bunyi huruf. Untuk beberapa hasil (kefasihan membaca perkataan, ejaan, output fonologi dan kefahaman membaca), latihan fonik mungkin ada kesan kecil atau sederhana, tetapi ia sukar untuk dipastikan kerana hasil itu mungkin disebabkan kebetulan. Keputusan untuk kefasihan membaca nonword, yang diukur dalam satu kajian sahaja, menunjukkan keputusan negatif yang mungkin juga satu kebetulan.
Hasil menunjukkan latihan fonik mungkin berkesan untuk meningkatkan beberapa kemahiran membaca. Secara khusus, ia mempunyai kesan besar terhadap ketepatan membaca nonword, kesan sederhana terhadap ketepatan membaca perkataan, dan kesan kecil hingga sederhana untuk pengetahuan bunyi huruf. Untuk beberapa hasil (kefasihan membaca perkataan, ejaan, output fonologi dan kefahaman membaca), latihan fonik mungkin ada kesan kecil atau sederhana, tetapi ia sukar untuk dipastikan kerana hasil itu mungkin disebabkan kebetulan. Keputusan untuk kefasihan membaca nonword, yang diukur dalam satu kajian sahaja, menunjukkan keputusan negatif yang mungkin juga satu kebetulan.
Embedded phonics is the type of phonics instruction used in whole language programmes. Although phonics skills are de-emphasised in whole language programmes, some teachers include phonics "mini-lessons" in the context of literature. Short lessons are included based on phonics elements that students are having trouble with, or on a new or difficult phonics pattern that appears in a class reading assignment. The focus on meaning is generally maintained, but the mini-lesson provides some time for focus on individual sounds and the symbols that represent them. Embedded phonics differs from other methods in that the instruction is always in the context of literature rather than in separate lessons, and the skills to be taught are identified opportunistically rather than systematically.
Owing to the shifting debate over time (see "History and Controversy" below), many school systems, such as California's, have made major changes in the method they have used to teach early reading. Today, most[which?] teachers combine phonics with the elements of whole language that focus on reading comprehension. Adams[15] and the National Reading Panel advocate for a comprehensive reading programme that includes several different sub-skills, based on scientific research. This combined approach is sometimes called balanced literacy, although some researchers assert that balanced literacy is merely whole language called by another name.[16] Proponents of various approaches generally agree that a combined approach is important.[citation needed] A few stalwarts favour isolated instruction in Synthetic phonics and introduction to reading comprehension only after children have mastered sound-symbol correspondences. On the other side, some whole language supporters are unyielding in arguing that phonics should be taught little, if at all. [17]
The review does address the question of why children's reading and writing (especially for boys) have not been meeting expectations. Paragraph 3.25 of the Final Report states "This suggests that it is far more often the nature of the teaching than the nature of the child which determines success or failure in learning the 'basic' skills of reading and writing. This is not to say, however, that there is any lack of willingness or capability on the part of primary teachers to develop the required expertise in the teaching of beginner readers once convinced of the benefits to children of doing so. Rather, the main obstacles have been long-standing systemic confusion and conflicting views, especially about the teaching of phonics.[36] As more research and practice now converge in strong support of high-quality, systematic phonic work, schools can be confident that their investment in good-quality phonics training for teachers and in good systematic phonic programmes, whether commercial or provided by the National Strategies, will yield high returns for children."[37]
The goal of phonics is to enable beginning readers to decode new written words by sounding them out, or, in phonics terms, blending the sound-spelling patterns. Since it focuses on the spoken and written units within words, phonics is a sublexical approach and, as a result, is often contrasted with whole language, a word-level-up philosophy for teaching reading.

In the reading skills pyramid, a visual illustration of the process kids go through when learning to read, phonics follows closely behind phonemic awareness. Once children understand that letters have associated sounds, they begin to make relationships between those sounds and spelling. This is the skill that helps beginning readers decode — or sound out — new words. The key elements of reading are:
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In November 2010, a government white paper contained plans to train all primary school teachers in phonics.[38] In 2018, The Office for Standards in Education, Children’s Services and Skills (Ofsted), as part of its curriculum research has produced a YouTube video on Early Reading. It states "It is absolutely essential that every child master the phonic code as quickly as possible ... So, successful schools firstly teach phonics first, fast and furious." [39]
In 1996 the California Department of Education took an increased interest in using phonics in schools.[26] And in 1997 the department called for grade one teaching in concepts about print, phonemic awareness, decoding and word recognition, and vocabulary and concept development. [27] Then, in 2014 the Department stated "Ensuring that children know how to decode regularly spelled one-syllable words by mid-first grade is crucial". It goes on to say that "Learners need to be phonemically aware (especially able to segment and blend phonemes)".[28] In grades two and three children receive explicit instruction in advanced phonic-analysis and reading multi-syllabic and more complex words.[29]
For key words to do their job, children must be able to separate the first sound in the word from the rest of the word (e.g., to separate the /b/ from the /all/ in ball). Ideally, children develop this skill, called initial phoneme segmentation, during or before the prekindergarten year. However, not all children meet this expectation. Fortunately, you can work on this skill while teaching the alphabet, including alphabet key words. Research strongly suggests that phonemic awareness (conscious awareness of the individual sounds in spoken words—for example, recognizing that sheep has three sounds: /sh/, /ee/, and /p/), although an entirely oral skill, is actually best developed with accompanying letters. This initial phoneme segmentation issue is also why you should be judicious about using alphabet key words that begin with blends (two consonant letters pronounced in succession in a syllable, such as dr in drum); it is especially difficult for young children to separate the initial phoneme in a blend.
Kita tidak akan dapat mengajari anak membaca apapun, jika hanya disodori buku/kartu saja, tanpa diberitahu tahu cara membacanya, dan bagaimana 'bunyi' masing2 huruf jika bertemu huruf lainnya. Atau istilah kerennya ilmu 'fonik'. Semua perlu tahapan. Jika tahapan keliru, atau salah urutan, maka pendekatannya kurang berhasil dan dapat menimbulkan efek 'trauma' atau 'sebel'. Sepintar apapun pembimbing, amat memerlukan media yg bagus, agar efek dari belajar tidak menimbulkan trauma pada anak. Tapi sebaliknya dapat menimbulkan kecanduan sampai2 anak tahan belajar dalam waktu 2 jam non stop.
Media ini juga merupakan media belajar yang interaktif, ananda dan orang tua akan menikmati proses belajar dengan cara yang menyenangkan, ananda akan ditanya huruf dan akan mendapatkan reward jika bisa menghafal/menyebutkannya. Proses "fun learning" ini yang akan menumbuhkan semangat dan minat belajar anak. proses belajarpun menjadi lengkap krn anak turut ikut serta dlm belajar dg menggunakan semua indra yg dimilikinya, mereka akan ditanggapi&menanggapi materi yg dipelajarinya, sehingga dapat menumbuhkan minat belajar dlm diri anak.
Long vowels have the same sound as the names of the vowels, such as /eɪ/ in bay, /iː/ in bee, /aɪ/ in mine, /oʊ/ in no, and /juː/ in use. The way that educators use the term "long vowels" differs from the way in which linguists use this term. Careful educators use the term "long vowel letters" or "long vowels", not "long vowel sounds", since four of the five long vowels (long vowel letters) in fact represent combinations of sounds (a, i, o, and u i.e. /eɪ/ in bay, /aɪ/ in mine, /oʊ/ in no, and /juː/ in use) and only one consists of a single vowel sound that is long (/iː/ in bee), which is how linguists use the term. In classrooms, long vowels are taught as having "the same sounds as the names of the letters". Teachers teach the children that a long vowel "says" its name.
We searched the following databases in July 2012: CENTRAL 2012 (Issue 6), MEDLINE 1948 to June week 3 2012, EMBASE 1980 to 2012 week 26, DARE 2013 (Issue 6), ERIC (1966 to current), PsycINFO (1806 to current), CINAHL (1938 to current), Science Citation Index (1970 to 29 June 2012), Social Science Citation Index (1970 to 29 June 2012), Conference Proceedings Citation Index ‐ Science (1990 to 29 June 2012), Conference Proceedings Citation Index ‐ Social Science & Humanities (1990 to 29 June 2012), ZETOC, Index to Theses‐UK and Ireland, ClinicalTrials.gov, ICTRP, the metaRegister of Controlled Trials, ProQuest Dissertations and Theses, DART Europe E‐theses Portal, Australasian Digital Theses Program, Education Research Theses, Electronic Theses Online System, Networked Digital Library of Theses and Dissertations. Theses Canada portal, www.dissertation.com, and www.thesisabstracts.com. We also contacted experts and examined the reference lists of published studies.
Phonics is the relationships between the letters of written language and the sounds of spoken language. Children's reading development is dependent on their understanding of the alphabetic principle — the idea that letters and letter patterns represent the sounds of spoken language. Learning that there are predictable relationships between sounds and letters allows children to apply these relationships to both familiar and unfamiliar words, and to begin to read with fluency.
Manfaat lainnya dari menggunakan metode fonik untuk mengajarkan membaca Bahasa Inggris adalah metode ini mempermudah anak Anda untuk mendengar dan memanipulasi bunyi dalam kata-kata yang diucapkan sehingga anak Anda akan lebih mudah membaca kata-kata Bahasa Inggris. Contohnya, Anda bisa menggantikan bunyi huruf c dari kata ‘cake’ menjadi bunyi huruf t dari kata ‘take’. Kedua kata tersebut memiliki bunyi akhir yang sama. Yang membedakannya adalah bunyi awal. 									

The complexities of letter names in English might lead you to think we should not teach letter names at all, but research suggests that teaching letter names is still worthwhile7—it just needs to be accompanied by lots of attention to the sound or sounds commonly associated with each letter and by a thorough understanding of the challenges posed by English letter names. A teacher with such knowledge would understand, for example, why a young child might spell the word daisy as WAZ. Why? Sometimes children write “W” for the /d/ sound because the letter name for Ww—“double-u”—begins with the /d/ sound. The next sound we hear in daisy is the letter name for Aa (the long a sound), and the third and fourth sounds in daisy are the name of the letter Zz (“zee”).

Kim Burnim: Of course. The letter c, for example, sometimes stands for the same sound as the letter k, as in the word “cat,” and sometimes stands for the same sound as the letter s, as in the word “city.” The most common sound for the letter c is the “k” sound, so that’s what we teach children first. Another example is the letter a—sometimes it represents the short a sound, as in the word “cap,” and sometimes it represents the long a sound, as in the word cape. We usually teach the short a sound first, because that’s more common, and then teach the long a sound later on.

Manfaat lainnya dari menggunakan metode fonik untuk mengajarkan membaca Bahasa Inggris adalah metode ini mempermudah anak Anda untuk mendengar dan memanipulasi bunyi dalam kata-kata yang diucapkan sehingga anak Anda akan lebih mudah membaca kata-kata Bahasa Inggris. Contohnya, Anda bisa menggantikan bunyi huruf c dari kata ‘cake’ menjadi bunyi huruf t dari kata ‘take’. Kedua kata tersebut memiliki bunyi akhir yang sama. Yang membedakannya adalah bunyi awal.


BERSIKAP SOPAN BERSAMA ABACA Banyak ibu2 baru yg kaget saat menemukan anaknya yg tadinya manis kok tahu2 jadi 'nakal' ya?Jadi suka memukul, jadi suka berteriak2 ga sopan, dll. Umumnya sifat semacam itu muncul saat anak menginjak usia 2 tahun. Itulah sebabnya pendidikan karakter sejak dini amatlah penting untuk menghilangkan kebiasaan buruk anak. Saat anak memukul wajah ibu, maka pegang tangannya, lalu pelan2 sentuhkan ke wajah kita sambil berkata, "Sayang... Ade sayang bunda. Sayang." Agar si kecil mengubah pukulan menjadi usapan lembut di pipi sebagai simbol sayang. Tapi bagaimana cara menghadapi anak teriak2 minta sesuatu spt kehilangan sopan santun? Salah satu pendekatan yang bisa dilakukan orang tua adalah menemani mereka belajar. Bimbing dia belajar sambil menyisipkan ajaran dan contoh contoh sikap sopan. Kalau anda sedang belajar dengan si kecil menggunakan media Abaca Flash Card, ada beberapa sikap sopan yang bisa bunda ajarkan sambil menemaninya: 1. Berkata Maaf Anak, apalagi masih dalam usia dini, mungkin dia belum tau kapan harus berkata Maaf ini. Bunda ajarkan misalnya saat anak salah mengucap suku kata dalam kartu, bunda bisa berkata "Maaf ya, Sayang. Adek belum dapat es krim, yuk coba lagi." Nah hal ini mengajarkan anak bersikap sopan saat ada orang yang belum benar melakukan kesalahan sehingga tidak menyinggung orang lain. 2. Berkata "Tolong" Contoh kecil, saat selesai bermain Abaca, bunda bisa berkata pada si kecil "Sayang, tolong masukin kartu ini pada box nya ya..." Hal ini mengajarkan anak untuk bersikap sopan dalam meminta seseorang untuk melakukan sesuatu. Jadi tidak ada lagi kata kata kasar ya bun... 3. Berkata "Terima Kasih" Nah, ini yang penting juga. Ucapan terima kasih. Bunda bisa bilang "Terimakasih ya Sayang, adek sudah merapikan Abaca dan menaruh di tempatnya". Dengan begitu anak akan tahu arti terima kasih dan kapan menggunakannya. Nah itu hanya sebagian dari sekian banyak ucapan dan sikap sopan anak yang bisa bunda ajarkan pada si kecil melalui permainan Abaca. Selain anak bisa membaca dengan media ramah otak ini, Abaca pun bisa jadi sarana yang tepat untuk mengajarkan anak belajar bersikap sopan. Selamat bersenang-senang
Mengajarkan membaca Bahasa Inggris kepada anak sejak dini sangatlah penting. Anak Anda akan mudah membaca dalam Bahasa Inggris dengan pengucapan yang benar asalkan menggunakan metode yang tepat. Salah satu metode yang bisa Anda gunakan dalam mengajarkan membaca Bahasa Inggris adalah dengan menggunakan metode fonik. Berikut ini adalah 6 manfaat metode fonik dalam mengajarkan membaca Bahasa Inggris.
Phonemic awareness involves the understanding of the relationship between sounds and words. It explains how words are made of sounds that can be used, like reusable building blocks, to construct words (h + at = hat, f + at = fat, etc). Phonics goes one step further by connecting those sounds to written symbols. It involves learning how letters or letter groups represent unique sounds, and how those sounds are blended to form a word.

Sight words and high frequency words are associated with the whole language approach which usually uses embedded phonics. According to Put Reading First from the National Institute for Literacy,[11] embedded phonics is described as indirect instruction where "Children are taught letter-sound relationships during the reading of connected text. (Since children encounter different letter-sound relationships as they read, this approach is not systematic or explicit.)".

In the first 60 lessons, all of Reading Eggs’ books are highly decodable, using words that have been introduced and reinforced by the lessons. The program responds to readers at their level of ability, making it possible for children to consistently read at their own individual level. This is extremely beneficial for their learning and overall confidence.
Starfall.com dibuka pada bulan September 2002 sebagai layanan umum gratis untuk mengajarkan anak-anak untuk membaca dengan phonics. Pendekatan sistematis phonics kami, dalam hubungannya dengan praktek kesadaran fonemik, sangat cocok untuk pengembangan prasekolah, bahasa TK, kelas satu, kelas dua, pendidikan khusus, homeschooling, dan Inggris (ELD, ELL, ESL). Starfall merupakan alternatif pendidikan untuk pilihan hiburan lainnya untuk anak-anak.
Media ini juga merupakan media belajar yang interaktif, ananda dan orang tua akan menikmati proses belajar dengan cara yang menyenangkan, ananda akan ditanya huruf dan akan mendapatkan reward jika bisa menghafal/menyebutkannya. Proses "fun learning" ini yang akan menumbuhkan semangat dan minat belajar anak. proses belajarpun menjadi lengkap krn anak turut ikut serta dlm belajar dg menggunakan semua indra yg dimilikinya, mereka akan ditanggapi&menanggapi materi yg dipelajarinya, sehingga dapat menumbuhkan minat belajar dlm diri anak.

Once students grasp the alphabet, and know the sound each letter represents they continue on to blend these letter-sound pairings together to read a word. They can then distinguish between similar sounds (e.g. “three,” “free,” and “tree), and phonics success is just around the corner. An effective homeschool phonics curriculum will involve frequent reinforcement and review of these skills.
Dengan menggunakan metode fonik ini, anak Anda dapat menghapal huruf dan berbagai bunyi dalam Bahasa Inggris. Metode ini juga menyenangkan dan mudah untuk dilakukan. Anak Anda akan melihat bentuk dari bunyi dan huruf alfabet dalam bentuk flashcard sehingga si kecil akan mudah mengingatnya. Selain itu, Anda bisa mengajak si kecil melakukan permainan dalam Bahasa Inggrissehingga anak Anda tidak akan merasa bosan.
In 2017, research published in the Journal of Experimental Psychology has shown that learning to read by sounding out words (i.e. phonics) has a dramatic impact on the accuracy of reading aloud and comprehension. [34] It concludes that early literacy education should focus on the systematic approach in "print-to-sound relationships" in alphabetic languages, rather than teaching "meaning-based strategies", in order to enhance both reading aloud and comprehension of written words.
In November 2010, a government white paper contained plans to train all primary school teachers in phonics.[38] In 2018, The Office for Standards in Education, Children’s Services and Skills (Ofsted), as part of its curriculum research has produced a YouTube video on Early Reading. It states "It is absolutely essential that every child master the phonic code as quickly as possible ... So, successful schools firstly teach phonics first, fast and furious." [39]

Anak-anak membentuk kebiasaan baik sejak usia dini. Budaya rumahan menjadi semakin populer dalam kehidupan masyarakat modern. Semakin banyak orang yang bermain video game dan kecanduan internet, serta mengabaikan hal lainnya. Olahraga dianggap sebagai hal yang bertentangan dengan “rumah”, karena mengajak anak untuk pergi ke luar rumah dan melakukan latihan fisik. Anak-anak akan mendapatkan tubuh yang sehat dan bisa mengatur bentuk tubuh mereka lewat olahraga. Jika si anak gemar berolahraga sejak usia dini, maka mustahil baginya untuk membencinya di kemudian hari. Kebiasaan berolahraga yang baik akan memberi manfaat seumur hidup bagi si anak.
Metode kami yang menggabungkan Phonics dengan instruksi dasar dapat membantu anak-anak untuk belajar lebih cepat dan merasa percaya diri akan kemampuannya mereka dalam mengucapkan kata-kata. Kami menemukan bahwa semakin cepat sang anak belajar untuk membaca, semakin mereka merasakan bahwa proses membaca itu mudah dan menyenangkan, dimana hal tersebut akan membuat proses belajar seterusnya menjadi lebih mudah.
Kim Burnim: Of course. The letter c, for example, sometimes stands for the same sound as the letter k, as in the word “cat,” and sometimes stands for the same sound as the letter s, as in the word “city.” The most common sound for the letter c is the “k” sound, so that’s what we teach children first. Another example is the letter a—sometimes it represents the short a sound, as in the word “cap,” and sometimes it represents the long a sound, as in the word cape. We usually teach the short a sound first, because that’s more common, and then teach the long a sound later on.

Phonics training appears to be effective for improving some reading skills. Specifically, statistically significant effects were found for nonword reading accuracy (large effect), word reading accuracy (moderate effect), and letter‐sound knowledge (small‐to‐moderate effect). For several other outcomes, there were small or moderate effect sizes that did not reach statistical significance but may be meaningful: word reading fluency, spelling, phonological output, and reading comprehension. The effect for nonword reading fluency, which was measured in only one study, was in a negative direction, but this was not statistically significant.
Your child will probably learn phonics in kindergarten through second grade. In kindergarten, children usually learn the sounds of the consonant letters (all letters except the vowels a, e, i, o, and u). First- and second-graders typically learn all the sounds of letters, letter combinations, and word parts (such as “ing” and “ed”). They practice reading and spelling words containing those letters and patterns. Second-graders typically review and practice the phonics skills they have learned to make spelling and reading smooth and automatic.

Embedded phonics is the type of phonics instruction used in whole language programmes. Although phonics skills are de-emphasised in whole language programmes, some teachers include phonics "mini-lessons" in the context of literature. Short lessons are included based on phonics elements that students are having trouble with, or on a new or difficult phonics pattern that appears in a class reading assignment. The focus on meaning is generally maintained, but the mini-lesson provides some time for focus on individual sounds and the symbols that represent them. Embedded phonics differs from other methods in that the instruction is always in the context of literature rather than in separate lessons, and the skills to be taught are identified opportunistically rather than systematically.
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