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Phonics is better than the whole language for students with learning disabilities
According to Blevins (2006), phonics is a teaching method used to teach students with learning disabilities how to read and write the English language. The phenomenon does involve the teaching the students on how to connect the sounds of spoken English with the respective letters. For instance, in phonics teaching, the sound /k/ is represented by any of the following letters or group letters; c, k, ck or q. Phonics does as well involve the teaching of the pupils to blend the various letter sounds and fabricate ballpark intonations of the indefinite words. Phonics is a widely embraced approach that aims at teaching children how to read and write as well as interpret words. The teaching of English using phonics requires the scholars to find the obtainable correlations between the letters and their respective patterns and the resonance that they represent. This requires the teacher to provide to his or her students information that is related to phonics, the respective rules and prototypes. On the other hand, the whole language is a description of a literacy thinking that does accentuate that scholars should focus on the connotation and stratagem teaching. However, for students with disabilities, it is a better approach to learning when phonics is adopted as opposed to meaning and strategy instruction approaches.
According to Williams (2010), the phonics approach to the teaching is based on phoneme. The idea is that children will be able to learn how to read aloud, while they are making the correct sounding of the speech reverberation and respective declarations. Based on this factual sense and philosophy, students with disabilities are far much helped to read and write effectively by the usage of the phonics approach to teaching when compared to the whole sound. Thus, the phonics method is effective to the teaching of disabled scholars.
According to the teaching of phonics and other associated approaches to educating the pupils, a child who is taught how to read aloud and is able to give an explanation of why he or she has mispronounced a specific word, will be able to learn the basic building blocks of reading and spelling quickly and with much ease. Thus, in this case, phonics is of so much benefit to a pupil with disabilities, and the usage enables him or her to grasp contents quickly and in a more effective manner. Thus, phonics enables the pupils with learning disabilities to learn quickly how to read and write through the gain of basic knowledge building blocks.
The learning of phonics is the basic variability in language and reading. It is argued that if a child is able to be taught to identify words by using sounds and then to say it aloud, that pupil will have been helped to become an ardent reader at the end of the day. In the following case, the pupil does learn how to use his or her senses as tools towards the realization of understanding. The acquired skill will be beneficial to the respective scholar in circumstances that are beyond the school. Thus, the usage of phonics in teaching students with learning disabilities enables them to master phonics and become the great scholars (Vail, 1991). This is because these students will have been able to learn the fundamentals of the respective language early enough to facilitate their understanding of how to read and spell.
Phonics to students with disabilities and any other pupils does assist in learning of the language patterns through the ability to compare the taught patterns with the individual learner native language. This despite being confusing at first, once the student learns how to correlate sounds with images, he or she is, henceforth, able to utilize much of the natural language abilities to acquire it to help in the understanding of the other language; English being taught. Thus, phonics creates a link between the English language and a native language which is a significant step to students with learning disabilities.
This means that disabled students, such as those with some form of impartial hearing impairment can’t hear some sounds, phonics does assist them to identify the respective areas and build on the intellectual capacity skills. This helps the student to understand written English and in the identification of any weak points on the verbal speech outline (Hiskies, 2011).
The phonics approach to the teaching is advantageous as opposed to the whole language for the disabled scholars. This is because the scholars who receive phonemic responsiveness schooling do show a favorable performance with the reading skills as well as the decoding of words and letters. On top of such ability, the scholars are able to show improved spelling performance after they have received phonemic education when compared to those who have not. Thus, it is beneficial to adopt the phonics approach to the teaching more scholars with learning disabilities.
The teaching of phonics is a stepwise methodology, in which significant time is spent in the option of giving a student the required practice in the application of the skill, and the results realized are incredible. It is essential for the students with challenges to teach them phonics stepwise i.e. teach one skill at a specific time, and then have the student spend majority time practicing the usage of the skill. Such an approach, as opposed to the whole language, does help a student with disability to internalize the respective phonetic sounds and be able to apply it towards the improvement of the reading and spelling skills.
The phonics approach to the teaching is a basic need in learning. This is the initial step towards the education of pupils regarding the various issues that they should learn. The building blocks of learning revolve the ability to identify and produce sound for any student. Thus, the teaching of phonics is a basic requirement in the efforts set to ensure that scholars are able to read, write and spell English words with ease and without stammering. The adoption of the whole language approach to the teaching without the phonics teaching step is termed as an ineffective approach that does not really accrue to anything really practical (Donat, 2003). The students, especially those suffering from learning disabilities, if they are not taught phonics, they face a lot of challenges in decoding of speech. In addition, such students are not able to notice errors in their speech patterns and correct them. In such a situation, the justification of the argument that phonics is the building block of language, reading and spelling is proven. The phenomenon is of great importance to the students with learning disabilities and other students in general.
Phonics, the teaching of sounds associated with letters in learning, is beneficial to students suffering from different disabilities. This is because the sounds enable the students to associate the respective resonance to letters and stick them in their memories, hence making it simple to learn language. As opposed to the whole language, phonics is able to make it easy to learn and practice language due to the simplification of the whole process. Phonics, as building blocks to language learning, reading and spelling, is essential to the students with disabilities as opposed to the whole language.