There has been much research all over the world on Jolly Phonics, which can be viewed here. The research shows that the progress made by children using Jolly Phonics far exceeds that of children not taught using a synthetic phonics approach. It is effective across the ability range, with boys doing just as well as girls, while those with English as their second language can do as well as children who have it as their first.
The step-by-step approach, with reviews built in via songs and ebooks, is very effective for teaching reading. Teachers will appreciate the mix of phonics and sight words, and kids will enjoy the variety of delivery -- songs, games, and books -- and the predictability of how each step advances. Though $8.99 per month (or $49.99 for a lifetime subscription) might seem expensive, teachers get a step-by-step curriculum for an entire class of students, which can be reset every year and reused for a new class of students. Differentiation is easy as well, as teachers can unlock all content for students who can already read, allowing them to review at their own pace. Kids can also practice writing using the words in the writing section.
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.
At the very core of phonics lies the alphabet. In order to master phonics a person must master the alphabet. Letters then need to be connected to their corresponding sounds. As we know as English speakers, this is easier said than done. Many letters can represent a number of different sounds. Thus learning phonics is an ongoing process for a developing reader.
Phonics reading is also necessary for the improvement of a child's reading comprehension. It is impossible for somebody to understand a word that is not properly pronounced. When a child learns how to pronounce a word very well, the child will be able to comprehend what he or she reads. Reading comprehension is another benefit that can be derived from phonics reading. Phonics reading will also help a child in acquiring more vocabulary on daily basis. When a child is able to pronounce a word correctly, the child will be able to understand the word. Children normally use in their words that they understand in their daily speech.
Our flagship programme, Jolly Phonics, teaches children to read and write using synthetic phonics, which is widely recognised as the most effective way to teach children to read and write in English. That was over 25 years ago. Since then our immense progress has been studied in numerous research projects, the results of which led to phonics becoming central to the UK curriculum. Today we are now used in over 100 countries worldwide. As the leading synthetic phonics publisher, and the most experienced, we offer a 7-year school programme that teaches not only phonics, but spelling, punctuation and grammar too.
In 1997, Congress asked the Director of the National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health, in consultation with the Secretary of Education, to convene a national panel to assess the effectiveness of different approaches used to teach children to read. The National Reading Panel examined quantitative research studies on many areas of reading instruction, including phonics and whole language. The resulting report Teaching Children to Read: An Evidence-based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction was published in 2000 and provides a comprehensive review of what is known about best practices in reading instruction in the U.S. The panel reported that several reading skills are critical to becoming good readers: phonemic awareness, phonics for word identification, fluency, vocabulary and text comprehension. With regard to phonics, their meta-analysis of hundreds of studies confirmed the findings of the National Research Council: teaching phonics (and related phonics skills, such as phonemic awareness) is a more effective way to teach children early reading skills than is embedded phonics or no phonics instruction. The panel found that phonics instruction is an effective method of teaching reading for students from kindergarten through 6th grade, and for all children who are having difficulty learning to read. They also found that phonics instruction benefits all ages in learning to spell. They also reported that teachers need more education about effective reading instruction, both pre-service and in-service.
^ "National Reading Panel (NRP) – Publications and Materials – Reports of the Subgroups". National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. 2000. Archived from the original on 2010-06-11.
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.
The National Research Council re-examined the question of how best to teach reading to children (among other questions in education) and in 1998 published the results in the Prevention of Reading Difficulties in Young Children. The National Research Council's findings largely matched those of Adams. They concluded that phonics is a very effective way to teach children to read at the word level, more effective than what is known as the "embedded phonics" approach of whole language (where phonics was taught opportunistically in the context of literature). They found that phonics instruction must be systematic (following a sequence of increasingly challenging phonics patterns) and explicit (teaching students precisely how the patterns worked, e.g., "this is b, it stands for the /b/ sound").
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The Phonics for Reading Series is carefully sequenced and gives direct instruction in phonics. Specifically designed to appeal to older students, this three-level program builds on learning. ?First Level focuses on short vowels, consonants, consonant blends, and digraphs ?Second Level progresses with vowel combinations, r-controlled vowel sounds, common endings, and CVCe words ?Third Level expands concepts with vowel/letter combinations, common prefixes and suffixes, minor consonant sounds for c and g, and minor vowel sound combinations Phonics for Reading also provides word-recognition and spelling instruction, story reading, and independent activities. Assessment opportunities include: ?Placement Tests-Use for placing students within the program or to measure growth at the end of the program or school year. ?Checking Up-Ten activities throughout each level offer teacher and students a formal measure of skills. ?Fluency Assessment-Teacher Guides for Second and Third Level provide directions for using story passages to assess fluency and activities for building fluency. Available: Student Books ?First Level-30 teacher-directed lessons ?Second Level-32 teacher-directed lessons ?Third Level-36 teacher-directed lessons
Later, international evaluations TIMSS and PISA showed a sharp improvement in all areas, namely literacy, from 2011/2012 to 2015, Portuguese students results raised to above OECD and IEA averages, attaining the best results ever for Portugal. A few analysts explain these advances by some of the educational measures then put in place: the development of more demanding curricula, the emphasis on direct teaching, and explicit fluency training in reading and mathematics.
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Hooked on Phonics® Learn to Read is an award-winning program that has helped over 5 million kids become confident readers. The Learn to Read program is based on research and approved by the Children’s Reading Foundation. Designed in conjunction with leading educators, award-winning authors, teachers and parents, Hooked on Phonics® Learn to Read uses a proven, simple, and fun method to give your child a strong foundation in phonics and reading skills. The complete Hooked on Phonics® Learn to Read kit contains all 8 levels of the award-winning program, from Pre-K to 2nd Grade.
Teachers should use picture mnemonics (Drawings of letters that are embedded in a picture with the items in each picture beginning with the sound of the letter embedded within in. Example: Itchy’s Alphabet) Students are trained to notice the initial sounds in words along with the embedded picture mnemonics. Using pictures in which the letter can be logically or meaningfully embedded appears to be more effective than learning letters by themselves or with non-embedded keyword pictures.
abc PocketPhonics app covers all the sounds and children have the opportunity to practise blending and segmenting to read and write words. It teaches students the sounds of different letters and basic words. This app uses the Phonics method (phoneme-centered approach), as taught in UK schools, to develop reading skills. It also closely matches the order in which schools will usually teach the different sounds, as defined in the National Curriculum.
The whole language emphasis on identifying words using context and focusing only a little on the sounds (usually the alphabet consonants and the short vowels) could not be reconciled with the phonics emphasis on individual sound-symbol correspondences. Thus, a dichotomy between the whole language approach and phonics emerged in the United States causing intense debate. Ultimately, this debate led to a series of Congressionally-commissioned panels and government-funded reviews of the state of reading instruction in the U.S.
Analogy phonics is a particular type of analytic phonics in which the teacher has students analyze phonic elements according to the phonogrammes in the word. A phonogramme, known in linguistics as a rime, is composed of the vowel and all the sounds that follow it in the syllable. Teachers using the analogy method assist students in memorising a bank of phonogrammes, such as -at or -am. Teachers may use learning "word families" when teaching about phonogrammes. Students then use these phonogrammes.
Kiz Phonics Learning to Read Program for Children - Course Plan. This page is a layout of the structure of our phonics program. This is a general guide on how to progressively teach your child to learn to read. However, mindful of the fact that every child is different, you can always adapt the program according to your child's unique needs. You will find links to Phonics Worksheets, Phonics Videos, Phonics Games Online & Listening Materials, which have all been designed to help your child learn to read. It is suitable for school teachers and home-school parents. If you are simply looking for extra resources, then use the search tool above to help you quickly find your way around.
However, we suggest that the answer also varies by child and should be informed by simple diagnostic assessments. Some children are able to develop letter-sound knowledge more quickly and efficiently than others. This is one reason why differentiated phonics instruction is so well advised. Some instruction is provided to the whole class, but then it is reinforced and gaps are filled in as needed in a small-group context. Research has shown that reading achievement is supported when instruction is differentiated.3 A number of researchers have developed systems by which assessments determine which letter-sound relationships each child has learned and not yet learned, and a systematic series of lessons are provided accordingly.4 An important direction for our field is to work toward determining the most time-efficient approaches to ensuring each child in a class meets grade-level expectations in word reading each year.
Then, usually in reception or primary 1, the letters of the alphabet are introduced in a set order, and children learn one sound for each letter. At that point, they can sound out and read simple, short words like ‘c-a-t, cat’ and ‘s-u-n, sun’. Next, children learn that some letters make different sounds when you put them together, like ‘sh’, ‘ee’ and ‘ai’.
I bought this for my GrandPrincess who will be turning 2 in 18 days!! She's brilliant!! She can count past 10 and knows her ABC's all the way thru!! She can sing Twinkle Twinkle Little Star and pretty much tell you anything you want to know!! I started my son on HOP when he turned 3 but I believe my Granddaughter is so ready for This program NOW!! Like I said... she's brilliant!!
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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.