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A Linguistic Perspective on Phonics

A Linguistic Perspective on Phonics. Freeman and Freeman Chapter 6. Phonics basics . Key elements Phonemic awareness Sound-letter correspondence Logical, systematic instruction Target particular letter-sound correspondence Explicitly state rules Provide examples and practice

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A Linguistic Perspective on Phonics

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  1. A Linguistic Perspective on Phonics Freeman and Freeman Chapter 6

  2. Phonics basics • Key elements • Phonemic awareness • Sound-letter correspondence • Logical, systematic instruction • Target particular letter-sound correspondence • Explicitly state rules • Provide examples and practice • Provide sequenced progression of lessons • Improves word recognition, spelling and reading comprehension for all children (NRP)

  3. Linguistic studies • Smith (1971) • 211 sound-letter correspondences (166 rules, 45 exceptions) • Larger context has to be considered to determine sound (cite, city; read; wind) • Paulson & Freeman (2003) • Readers do not fixate words 1 letter at a time • Readers fixate only 60-80% of words • Readers fixate content words more than function words • Clymer (1963): How often do commonly taught phonics rules work?

  4. Arguments against phonics: • Nasal assimilation – general phonological rule • “ng”  [ŋg] “finger” • “ng”  [ŋ] “singer” • Plural formation – morphophonemic rule • plural  [s] “cat + s” • plural  [z] “dog + s” • plural  [Iz] “bush + es” • Reduced vowel [ə] and word stress • “anemone” • Syllable structure more identifiable than phonemes

  5. Importance of PA in developing literacy • Inconsistency of oral/written language correspondence • What is the role of oral language in reading? (common strategy) • Miscue study (p. 151)* reveals struggling readers rely heavily on graphophonic cues • Kucer & Tuten (2003): proficient readers rely more heavily on syntax and semantics than graphophonic cues

  6. PA: learned or acquired? • Word recognition view: learn phonics rules first, then apply that knowledge to reading • Decodable books: “Dan can fan Nan” • Sociopsycholinguistic view: graphophonics is subconscious knowledge that is acquired during reading • Books that support reading (p. 155) • Alphabet books

  7. Assessment • Phonics worksheet: assess conscious knowledge of phonics in isolation • Instructions may be confusing • Relies on knowing the word • “Determining lesson”: assess subconscious knowledge of graphophonics in context of reading • Modified phonics worksheet

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