<ul><li>Pupils have learnt the following words from different parts and stages of their English curriculum: </li></ul><ul>...
<ul><li>Pupils have learnt the following words from different parts and stages of their English curriculum: </li></ul><ul>...
<ul><li>Phonics teaching depends on pupils’ vocabulary learning; and </li></ul><ul><li>Vocabulary learning is generally sl...
<ul><li>Rate of phonics learning hindered by vocabulary learning; therefore slow.  </li></ul><ul><li>Phonics learning beco...
<ul><li>Direct teaching of sound-spelling relationships (i.e.,  graphemes , eg., a, e, i, o, u, ee, ay, ea, ow, f, ce, sh,...
<ul><li>Pupils have been taught the vowel grapheme ‘ay’, and the consonant graphemes ‘m’, ‘b’, ‘s’. </li></ul><ul><li>They...
<ul><li>If pupils have been taught the grapheme ‘ch’, and some common vowel (and consonant) graphemes, they will be able t...
<ul><li>Synthetic phonics is  accelerated  phonics.  </li></ul><ul><li>Pupils’ spelling greatly improves. </li></ul><ul><l...
<ul><li>In the first term of 2008-09, with the full support of OUP, an independent study was carried out at 3 primary scho...
<ul><li>A pre-experimental design research adopted.  </li></ul><ul><li>Pupils given a pre-test on 2 phonics skills in Sept...
<ul><li>The pre-test and post-test had same content and measured 2 phonics skills: </li></ul><ul><ul><li>ability to recogn...
<ul><li>Test 1: Recognising correct spellings of nonsense words (8 items) </li></ul><ul><ul><li>Pre-test:  6.15 </li></ul>...
Synthetic Phonics for ESL Children in Hong Kong
Synthetic Phonics for ESL Children in Hong Kong
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Synthetic Phonics for ESL Children in Hong Kong

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Synthetic Phonics for ESL Children in Hong Kong

  1. 1.
  2. 2.
  3. 3. <ul><li>Pupils have learnt the following words from different parts and stages of their English curriculum: </li></ul><ul><ul><li>Chair, chess, chip, change, child, children, chocolate </li></ul></ul><ul><ul><li>Rich, beach, match, catch, much </li></ul></ul><ul><li>Teacher guides pupils to deduce the relationship between the ‘ch’ and the sound it represents. </li></ul>
  4. 4. <ul><li>Pupils have learnt the following words from different parts and stages of their English curriculum: </li></ul><ul><ul><li>say, bay, lay, tray, day, may, way </li></ul></ul><ul><li>Teacher guides pupils to deduce the relationship between the spelling ‘-ay’ and the pronunciation it represents. </li></ul>
  5. 5.
  6. 6. <ul><li>Phonics teaching depends on pupils’ vocabulary learning; and </li></ul><ul><li>Vocabulary learning is generally slow because it has to be contextualised, according to the official English Language curriculum. </li></ul><ul><li>Difficult to organise a phonics syllabus. </li></ul>
  7. 7. <ul><li>Rate of phonics learning hindered by vocabulary learning; therefore slow. </li></ul><ul><li>Phonics learning becomes haphazard. Pupils’ knowledge of phonics does not develop systematically. </li></ul><ul><li>In recent years, more and more secondary schools have found it necessary to re-teach phonics from S.1. </li></ul>
  8. 8.
  9. 9. <ul><li>Direct teaching of sound-spelling relationships (i.e., graphemes , eg., a, e, i, o, u, ee, ay, ea, ow, f, ce, sh, th, wh, …). </li></ul><ul><li>Pupils are given training in blending graphemes into syllables/words, and segmenting syllables/words into graphemes. </li></ul>
  10. 10. <ul><li>Pupils have been taught the vowel grapheme ‘ay’, and the consonant graphemes ‘m’, ‘b’, ‘s’. </li></ul><ul><li>They are then taught how to blend these graphemes to produce ‘may’, ‘bay’, ‘say’. </li></ul><ul><li>Later, when they are taught further graphemes such as ‘d’, ‘g’, ‘tr’, ‘h’, ‘l’, ‘r’, they will be able to sound out: ‘day, gay, tray, hay, lay, etc., from the spelling, and to spell them out from the pronunciation. </li></ul>
  11. 11. <ul><li>If pupils have been taught the grapheme ‘ch’, and some common vowel (and consonant) graphemes, they will be able to sound out: </li></ul><ul><ul><li>chip, cheap, cheese, choose, chat, chin, chart, chum, cheer (even if some of these words are new to them); </li></ul></ul><ul><ul><li>… and spell them from their pronunication. </li></ul></ul>
  12. 12. <ul><li>Synthetic phonics is accelerated phonics. </li></ul><ul><li>Pupils’ spelling greatly improves. </li></ul><ul><li>Pupils reading is also accelerated, since they can sound out words in story books, many of which are already in their listening-speaking vocabulary. </li></ul>
  13. 13.
  14. 14. <ul><li>In the first term of 2008-09, with the full support of OUP, an independent study was carried out at 3 primary schools in HK. The study covered all the P.1 pupils at the 3 primary schools. </li></ul><ul><li>The research question: Does synthetic phonics work for these P.1 children? </li></ul><ul><li>This study was the first of its kind in Asia. </li></ul>
  15. 15. <ul><li>A pre-experimental design research adopted. </li></ul><ul><li>Pupils given a pre-test on 2 phonics skills in September 2008. </li></ul><ul><li>They then followed a three-month programme on synthetic phonics (Stage 1 of OUP’s Read, Write, Inc . course). P.1 English teachers at the 3 schools supported by OUP ELT experts and synthetic phonics trainers. </li></ul><ul><li>Pupils given a post-test on same 2 phonics skills in January 2009. </li></ul>
  16. 16. <ul><li>The pre-test and post-test had same content and measured 2 phonics skills: </li></ul><ul><ul><li>ability to recognise correct spellings of unfamliar words heard; and </li></ul></ul><ul><ul><li>ability to sound out unfamiliar words from their spellings </li></ul></ul><ul><li>All words used are one-syllable, nonsense words, to control for previous knowledge, and words learnt during the course. </li></ul>
  17. 17. <ul><li>Test 1: Recognising correct spellings of nonsense words (8 items) </li></ul><ul><ul><li>Pre-test: 6.15 </li></ul></ul><ul><ul><li>Post-test: 7.07 </li></ul></ul><ul><li>Test 2: Sounding out nonsense words (4 items) </li></ul><ul><ul><li>Pre-test: 0.85 </li></ul></ul><ul><ul><li>Post-test: 2.43 </li></ul></ul>
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