1. Systematic phonics instruction teaches the relationship between letters and sounds and how to blend sounds to read words. It has been shown to significantly improve reading ability for students in kindergarten through 1st grade.
2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
It is an important part in English Language Teaching. It helps the teachers to make an effective test as well as to take the testing system to new height.
It is an important part in English Language Teaching. It helps the teachers to make an effective test as well as to take the testing system to new height.
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
Presentation Description
The word assessment comes from the Latin assidere, meaning to sit beside. This notion evokes the image of learner and teacher working together to improve learning and teaching. Involving learners in assessment helps them reflect on their learning, set goals, monitor progress, and regularly evaluate their goals. In the case of listening, learners become aware of the cognitive processes and develop greater metacognitive awareness of listening to help them better regulate their comprehension processes. This leads to greater learner investment and motivation and, ultimately, autonomous language learners.
Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
Webinar Date: 2/23/2012
Summary of testing language skills from theory to practice part one (hossein ...Sedigh (Sid) Mohammadi
Testing Language Skills from Theory to Practice part one (Hossein Farhady)
l
این کتاب برای دانشجویان رشته مترجمی و دبیری زبان انگلیسی در مقطع کارشناسی به عنوان منبع اصلی درس آزمون سازی زبان به ارزش 2 واحد تدوین شده است.
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
Presentation Description
The word assessment comes from the Latin assidere, meaning to sit beside. This notion evokes the image of learner and teacher working together to improve learning and teaching. Involving learners in assessment helps them reflect on their learning, set goals, monitor progress, and regularly evaluate their goals. In the case of listening, learners become aware of the cognitive processes and develop greater metacognitive awareness of listening to help them better regulate their comprehension processes. This leads to greater learner investment and motivation and, ultimately, autonomous language learners.
Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
Webinar Date: 2/23/2012
Summary of testing language skills from theory to practice part one (hossein ...Sedigh (Sid) Mohammadi
Testing Language Skills from Theory to Practice part one (Hossein Farhady)
l
این کتاب برای دانشجویان رشته مترجمی و دبیری زبان انگلیسی در مقطع کارشناسی به عنوان منبع اصلی درس آزمون سازی زبان به ارزش 2 واحد تدوین شده است.
Phonic drill is based on the a e i o u sound words to help the preschool teachers in order to develop and enhance the word power, vocabulary and language skills of the learners.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
The Speech Sound Pics Approach has been created by the Reading Whisperer for Australian schools. This presentation shows the research on which SSP is based, as well as an overview regarding HOW to teach any child to read and spell before year 2.
www.facebook.com/readaustralia
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Recently English has been employed as a medium of instruction at the Vietnamese tertiary level. It is necessary to teach its students listening strategies to help them deal with the potential problems that may arise during listening or prepare them for their further educational purposes. This study, therefore, aims to explore the EFL teachers’ perceptions of listening strategies and the application of listening strategies, and discover difficulties that they encounter in their instruction at a public university (henceforth called PU) in Ho Chi Minh City-Vietnam. Thirty six EFL teachers who were teaching English at PU were invited to participate in the study. Quantitative and qualitative data were obtained through two instruments, namely questionnaire and interview. The results revealed that not all the strategies were frequently employed for listening instruction. Several strategies were more frequently employed than the others; for example, cognitive, metacognitive and affective strategies were frequently integrated into instruction by the EFL teachers. Regarding the potential problems relating to listening lessons, the results showed that most of the EFL teachers had difficulties relating to professional development, students and teaching resources. This study is expected to shed light to the implementation of teaching listening strategies in PU context and in other similar contexts.
2. What is Phonics?
The research used in the NRP’s Whether phonics instruction is
report overwhelmingly states taught through whole language
the importance of using or more explicit phonics, the
systematic phonics instruction important factor to remember is
in order to gain the alphabetic that good reading instruction
principle to decode new words includes some form of decoding
efficiently and accurately practice (Stahl et al., 1998).
(NICHD, 2000).
Phonics is the method of instruction that teaches the systematic
relationship between letters and combinations of letters in written
language as well as how to use this understanding to read and write
words (Honig, Diamond, & Gulohn, 2008).
3. What is Good Phonics
Instruction?
According to research done by Steven Stahl et al. (1998), good phonics instruction must
include the following:
1. Good phonics instruction develops understanding of the alphabetic
principle.
2. Good phonics instruction develops phonological awareness.
3. Good phonics instruction provides a thorough grounding in letters.
4. Good phonics instruction leads to automatic word recognition.
5. Good phonics instruction is part of a well-balanced reading program.
4. Approaches to Phonics
Instruction
There is more than one approach to teaching phonics. The most common are described
below (Honig, Diamond, & Gulohn, 2008).
Synthetic Phonics
According to Honig, Diamond, & Gulohn (2008), “In this systematic and explicit approach,
students learn how to transform letters and letter combinations into sounds and then blend
(synthesize) the sounds together to form recognizable words.”
Analogy Phonics
The focus on the analogy approach to phonics is on the familiar rimes seen in words as well as
how to identify unfamiliar words using the same rime. They decode the unfamiliar word by
identifying the familiar rime then blending with the onset (Honig, Diamond, & Gulohn, 2008).
Analytic Phonics
According to Honig, Diamond, & Gulohn (2008), “In this approach, instruction begins with the
identification of a familiar word. The teacher then introduces a particular sound/spelling
relationship within that familiar word.” EX: mat, fat, bag [same vowel sound]
Embedded Phonics
This approach is similar to the whole language approach in which instruction is embedded in the
authentic reading and writing the children are participating in. Phonics instruction is very
informal.
5. Synthetic
phonics
Below is an example of a synthetic phonics lesson (9:09) focused on explicitly teaching
the identification of letters and letter combinations as sounds, and the process of
blending those sounds into words.
http://www.wiki-teacher.com/resourceView.php?id=5306
*Important Note: Free account might be necessary to view this video.
6. Synthetic Programs:
Emphasizes teaching student to convert letters into
sounds, and then blend the sounds to form
recognizable words
Sounds are pronounced by each letter:
Example: /c/a//t/
Teaching long vowels (oi, ea, ou)
Teaching blends (ch, sh, th)
7. The problem using
synthetic programs:
Learning vowels and diagraphs are harder for children.
Children need practice to apply the knowledge of reading
and writing activities.
Programs should provide a variety of ways to practice
phonics application.
8. National Reading
Panel Questions
1. Does teaching phonics systematically help children read effectively?
2. Which phonics instructions are better to use – systematically or no phonics?
3. Should the phonics be taught in small group or individually?
4. When should phonics be introduced?
5. How does phonics instruction help struggling readers?
6. Is phonics instruction beneficial for children who have difficulty reading?
9. National Reading
Panel Questions
7. Does phonics instruction improve children’s reading
comprehension and word reading skills?
8. Does phonics instruction have an impact on children’s
growth?
9. Is it effective with student’s from different SES levels?
10. Were the studies that took place in larger areas contain a well
designed phonics program?
10. How Were the
Results Determined?
By the end of the year after using the phonics program
the effects of outcomes were measured on six
types:
1. Decoding regularly spelled real words
2. Reading novel words in the form of psueudowords
3. Regularly miscellaneous words some of which were
irregular words
4. Spelling Words
5. Comprehending text read silently or orally
6. Reading text accurately aloud
11. Findings of the
National Reading
Panel:
Systematic and Explicit Phonics Instruction:
Significantly improves students reading in Kindergarten and First Grade
Significantly improves the students ability to understand [comprehend] what
they are reading
Benefits all students
Can assist in preventing reading difficulties
Benefits those students who struggle learning to read
(Honig, Diamond, & Gulohn, 2008)
12. Continued Findings of
the National Reading
Panel:
All phonics should be taught systematically!
Students can be taught phonics using whole class
approach, small groups, or individually as long
as students used were taught using a systematic
approach.
Phonics instruction should begin in kindergarten,
rather than waiting until first grade.
Phonics instruction helps students who are at risk
of having reading problems.
13. Continued Findings of
the National Reading
Panel:
Systematic phonics improved students Spelling ability
by 67%.
Systematic phonics found to help first grade students
but had shown very little difference amongst older
students.
Systematic phonics help make growth in students
from all SES backgrounds.
The control group included all types of phonics
programs: basal approaches, regular curriculum,
whole word programs, and miscellaneous
programs.
14. Past Research
Research Study on
Phonics Instruction
Researched Study: According to a study completed and analyzed by
Blachman et al. (1999), a group of inner-city, low-income children in K-1 took
place in a research study for two years.
Process: The students began this program in kindergarten using a phonemic
awareness program. They transitioned into first grade in which they
experienced a more explicit, systematic phonics instruction.
Findings: Based upon their findings, these students greatly benefited from
more explicit, systematic phonics instruction. At the end of the study, the
students who participated in the phonemic awareness and explicit, systematic
phonics instruction outperformed those who did not participate in these
programs focused on spelling, letter name, letter sound knowledge, and word
recognition (Blachman et al., 1999).
15. Past Research
Research Study on
Phonics Instruction
Researched Study: According to a study by Bond, Ross, Smith, & Nunnery
(1995), the sing, spell, read and write program was analyzed to determine the
effects on reading achievement of beginning readers.
Process: The “Sing, Spell, Read and Write” program was designed for teaching
reading for grades K through 3rd. The study analyzed the effects of the program
in a large school district. These schools were also divided by the socioeconomic
status, and were compared to other schools on the basis of socioeconomic
status, race, and testing scores (Bond, Ross, Smith, & Nunnery, 1995).
Findings: Based upon their findings, the study found that those students who
participated in the SSRW showed some growth over the basal approach for
teaching phonics. Once the language became more complex; however, SSRW
was not as effective.
16. Past Research
Whole Language
Approach vs. Direct
Instruction of Phonics
Whole Language Approach Explicit, Systematic Phonics
Approach
According to Dahl et al. (1999), “…the
whole language advocates view phonics A systematic, explicit phonics
as one of the cueing systems that instruction focuses on the individual
children use, along with the syntactic, sounds in words as well as blending
semantic, and pragmatic information, those sounds into word pronunciations.
during reading and writing.” The This approach is very different than
Whole Language Approach emphasizes whole language as whole language
the application strategy in reading and often approaches phonics instruction
writing (Dahl et al., 1999). This informally, or as it arises. Explicit
approach is similar, if not identical, to phonics instruction has a clear goal and
the embedded phonics approach. purpose in mind for the learning
objectives.
17. current Research
Phonics
Generalizations
Johnston 2001, develops a systematic organized report on five
generalizations using basic cells, phonograms, and unit cells:
1. Vowels that usually have the short sound
2. Final –e patterns usually have a long vowel followed by the –e
3. Vowel diagrams that have one or two sounds
4. Single consonants that usually have one or one of two sounds
5. Consonant di/tri-graphs that have one or two sounds
21. Johnston and Watson
2004
Compared 10 year old boys and girls who were taught synthetic
phonics vs. analytical phonics
Results:
Boys who had synthetic instruction were better at word reading and
reading comprehension than the girls.
The boys and girls that had analytical phonics performed about the
same in word reading; however, girls excelled in spelling and
reading comprehension.
22. Comaskey, Savage, &
Abrami (2009)
Studied 53 Kindergarten Classes
Measurement of Given Study:
1. Letter Sounds
2. Word Range Achievement Test
3. Experimental Task (phoneme segmentation)
**The results that synthetic phonics improved students performance in
the areas of: vocabulary, non sense words, and articulation.
**Analytical phonics instruction improved shared rimes
23. For Future Growth
in Phonics-
Determine what parts of the systematic program is
essential.
Using the phonics to that will motivate the students to
learn, instead of giving meaningless worksheets.
Decodable text help students establish the relationships
taught during phonics.