It has three gaming modes: Spelling, Fill In The Blank, and Blank Spelling. Each of these modes is very interesting. In order to make the game more interesting for kids, the game features great graphics and good sound effects. Besides this, there is an animated lion in the game, which guides you throughout the game. If you don’t know how to play this game, never mind, as the lion is there for your help.
The use of phonics in American education dates at least to the work of Favell Lee Mortimer, whose works using phonics includes the early flashcard set Reading Disentangled (1834) and text Reading Without Tears (1857). Despite the work of 19th-century proponents such as Rebecca Smith Pollard, some American educators, prominently Horace Mann, argued that phonics should not be taught at all. This led to the commonly used "look-say" approach ensconced in the Dick and Jane readers popular in the mid-20th century. Beginning in the 1950s, however, inspired by a landmark study by Dr. Harry E. Houtz, and spurred by Rudolf Flesch's criticism of the absence of phonics instruction (particularly in his popular book, Why Johnny Can't Read) phonics resurfaced as a method of teaching reading.
In point of fact, letter-sound information amalgamates the word’s units into memory better than any other process. When we teach high-frequency words, we need to fully analyze the letter-sound relationships within them, whether the word is comprised of expected letter-sound relationships, as in can (/k/, /a/, and /n/, just as we would expect); some expected and some unexpected letter-sound relationships, as in said (/s/ and /d/ are as expected, /ai/ would normally represent the long a, not the short e, sound); or entirely unexpected letter-sound relationships, such as of (/uv/). Nearly two-thirds of high-frequency words are actually very regular (e.g., at, in, it), but even with those that are not, we need to fully analyze the letter-sound relationships as well as read them accurately many times. We suggest studying each letter’s association with each sound, relating the word to other words with the same letter-sound patterns when possible (e.g., no, go, so), and teaching high-frequency words alongside meaningful words (e.g., like with bike).
^ Turner, Camilla (4 December 2017). "Reading standards in England are best in a generation, new international test results show". The Telegraph. Retrieved 11 December 2017. The international study of nine to ten year-olds’ reading ability in 50 countries showed that England has risen to joint 8th place in 2016, thanks to a statistically significant rise in our average score
Children who have already developed phonics skills and can apply them appropriately in the reading process do not require the same level and intensity of phonics instruction provided to children at the initial phases of reading acquisition. Thus, it will also be critical to determine objectively the ways in which systematic phonics instruction can be optimally incorporated and integrated in complete and balanced programs of reading instruction. Part of this effort should be directed at preservice and inservice education to provide teachers with decision-making frameworks to guide their selection, integration, and implementation of phonics instruction within a complete reading program.
Phonics curriculum usually starts with teaching letters, slowly creating a working knowledge of the alphabet. Children learn the sounds of each letter by associating it with the word that starts with that sound. Phonics skills grow through reading activities, and students learn to distinguish between vowels and consonants and understand letter combinations such as blends and digraphs.
The spelling structures for some alphabetic languages, such as Spanish, Portuguese and specially Italian, are comparatively orthographically transparent, or orthographically shallow, because there is nearly a one-to-one correspondence between sounds and the letter patterns that represent them. English spelling is more complex, a deep orthography, partly because it attempts to represent the 40+ phonemes of the spoken language with an alphabet composed of only 26 letters (and no diacritics). As a result, two letters are often used together to represent distinct sounds, referred to as digraphs. For example, t and h placed side by side to represent either /θ/ or /ð/.
For lots of children, their second year is the time when they really put all the phonics they know into practice, and learn to read longer and slightly more complex stories and non-fiction books. The focus in year 2 is not so much on using phonics for reading, as by now many children know most of the phonics they need. There’s more of a shift to using phonics for spelling, so that children use the phonics they know to help them work out how to spell a wider range of words.
The American Federation of Teachers is a union of professionals that champions fairness; democracy; economic opportunity; and high-quality public education, healthcare and public services for our students, their families and our communities. We are committed to advancing these principles through community engagement, organizing, collective bargaining and political activism, and especially through the work our members do.
As you may have noticed phonics and phonemic awareness (the understanding that words are comprised of small segments of sound) are intimately connected. Phonics relies heavily on a reader’s phonemic awareness. The reader must not only understand that words are made up of phonemes (small units of sound), he must also know a number of phonemes. Since a reader’s primary phonemic awareness develops through speaking and listening, most children come to reading with many phonemes stored in their knowledge banks. Phonics instruction connects these phonemes with written letters so that they can transfer their knowledge of sounds to the printed word. This is why phonics instruction is an important component of early reading education.
Increase the difficulty by focusing on vowels and combinations. Eventually, you can move on to having the child sort pictures according to their medial sound represented by their vowel pattern — for instance: /e/: seal, peas, read, team, wheel; /o/: boat, coat, toad, road. Likewise, you can have them sort according to the words’ beginning digraphs — such as: chair, cherries, shoe, sheep, thread, three, wheat, whiskers.
is a free tutorial that uses cartoons and sounds with audio narration and clickable words to teach phonics. This method teaches just basic phonics concepts without struggle or frustration and includes rules for vowels, consonants, and blends along with practice pages. These pages were created to make it easy and fun for new readers -- children or adults -- to navigate through the lessons. So we invite students, along with parents and school teachers, to click and hear words while enjoying the pictures.
On the other hand, there is such a thing as too much phonics instruction. We have seen prekindergarten and kindergarten classrooms in which the better part of the day is focused on letter-sound instruction (and often in a manner inconsistent with what research would recommend). This is problematic because it leaves insufficient time for many other important areas of development. For example, vocabulary and concept knowledge, which are strong predictors of long-term reading and writing success, also need attention. In fact, vocabulary knowledge affects word-reading development. We sometimes cannot even know whether we have read a word accurately unless we already have the word in our vocabulary. Is the word lemic pronounced with a short e, like lemon, or a long e, like lemur? Unless you already know this word, you aren’t sure. For children trying to learn to read words with low vocabulary knowledge, such uncertainty is common.
This principle was first presented by John Hart in 1570. Prior to that children learned to read through the ABC method, by which they recited the letters used in each word, from a familiar piece of text such as Genesis. It was John Hart who first suggested that the focus should be on the relationship between what are now referred to as graphemes and phonemes.
Sifting through the various educational options can be confusing as parents try to find the best fit for their child and budget. Time4Learning shares Hooked On Phonics® belief in the importance of engaging children and the significance of phonics. Many families like Time4Learning’s convenience, appeal to the children, and educational effectiveness. Time4Learning’s approach integrates phonics into a broad language arts (and math) curriculum. Parents can decide how much of the extensive program to use since Time4Learning is student-paced.
Synthetic phonics, also known as blended phonics, is a method employed to teach children to read by blending the English sounds to form words. This method involves learning how letters or letter groups represent individual sounds, and that those sounds are blended to form a word. For example, shrouds would be read by pronouncing the sounds for each spelling "/ʃ, r, aʊ, d, z/" and then blending those sounds orally to produce a spoken word, "/ʃraʊdz/." The goal of either a blended phonics or synthetic phonics instructional programme is that students identify the sound-symbol correspondences and blend their phonemes automatically. Since 2005, synthetic phonics has become the accepted method of teaching reading (by phonics instruction) in the United Kingdom and Australia. In the US, a pilot programme using the Core Knowledge Early Literacy programme that used this type of phonics approach showed significantly higher results in K-3 reading compared with comparison schools.
A good phonics lesson begins with an explicit explanation of the sound-spelling being taught along with guided opportunities for students to blend, or sound out, words using the new sound-spelling. These exercises should be followed by guided and independent reading practice in text that contains words with the new sound-spelling. This portion of phonics instruction is key. Therefore, phonics instruction should focus on applying learned sound-spelling relationships to actual reading, with smaller amounts of time spent on the initial task of learning phonics rules. That way, you can plan phonics lessons that are appropriate for all students, even if some have higher levels of phonics mastery than others.
Time4Learning’s reading program includes phonetic-based lessons, helping children to acquire blending skills, to deconstruct sounds, and to approach the pronunciation of unfamiliar words. In addition as a literature-based feature, children are provided vocabulary, spelling, reading comprehension and writing components. The strategic combination is a successful tool in giving children the opportunity to explore and identify all facets of reading.
Systematic phonics instruction is designed to increase accuracy in decoding and word recognition skills, which in turn facilitate comprehension. However, it is again important to note that fluent and automatic application of phonics skills to text is another critical skill that must be taught and learned to maximize oral reading and reading comprehension. This issue again underscores the need for teachers to understand that while phonics skills are necessary in order to learn to read, they are not sufficient in their own right. Phonics skills must be integrated with the development of phonemic awareness, fluency, and text reading comprehension skills.
In addition, it is not clear how many months or years a phonics program should continue. If phonics has been systematically taught in kindergarten and 1st grade, should it continue to be emphasized in 2nd grade and beyond? How long should single instruction sessions last? How much ground should be covered in a program? Specifically, how many letter-sound relations should be taught, and how many different ways of using these relations to read and write words should be practiced for the benefits of phonics to be maximized? These questions remain for future research.