Phonicsand the LiteracyLearner.ppt

Phonics andtheLiteracyLearnerBonnieNicholasEDPY591November5 2007 Linguistics101Review Phone fromtheGreekphon meaningsound Aphoneisaspeechsoundinlanguage t and Phonemeisanabstractimage t PhonologyisthestudyofthementalsystemforrepresentingandprocessingspeechsoundsPhonationistheproductionorutteranceofsound Phonotacticsarethesetofconstraintsonhowsoundsmaybecombinedinalanguage ztmikn Phoneticsisthebranchoflinguisticsthatexaminestheinventoryandstructureofthesoundsoflanguage Phonicmeanstohear forexample symphonicmeans toheartogether O Grady 2006 Butwhatisphonics Phonicsisawayofteachingreadingandspellingthatstressessymbol soundrelationships usedespeciallyinbeginninginstruction NebraskaDept ofEd firstdefinition Phonicsisnotamethodofteachingreading NationalRighttoReadFoundation Phonicsisawordattackskill Phonicsisabodyofknowledgeconsistingof26lettersusedtosymbolize44Englishspeechsounds NationalRighttoReadFoundation Phonicsisthesound symbolrelationshipbetweenspokenandwrittenlanguage NebraskaDept ofEducation seconddefinition Phonicsisphoneme graphemecorrespondence Weusedtotalkabout phonicsrules whichstudentshadtomemorize see forexample the PhonicsPrimer ontheNRRFwebsite inwhichtheword drill appears8times Now thelanguagehasshiftedto phonicgeneralizations Birch 2002 p 92 Phonicsgeneralizationsmayhave loworunpredictableutility ibid p 93 Phonicsisalsocontroversial AttheNationalRighttoReadFoundation ourmissionistoreturnscientificresearch based explicit systematicphonicsinstructionalongwithgoodliteraturetoeveryelementaryschoolinAmerica ThesimplemissionofNRRFis unfortunately opposedbyvastnumbersofeducationalapparatchiks whodetesttheprovenmethodofphonicsinstruction JoySweet NRRF The minorbenefits ofphonics InWarOverTeachingReading March9 referstothefindingoftheNationalReadingPanelthatextensivephonicsinstructiononlyimpactsperformanceontestsinwhichchildrenpronouncewordspresentedonalist Thepanelfoundnosignificantbenefitontestsinwhichstudentshavetounderstandwhattheyread ReadingFirstsupportsextensivephonics anextremistviewwhichattemptstoteachallthemajorrulesofphonicsinastrictorder StephenKrashen Whatroledoesphonicsplayinadultliteracyeducation Whatdoestheresearchtellus Fluencyfirst Oraccuracyfirst Bottom uportop down Keyreadingskills VocabularySyntacticalprocessingSchemaactivationPhonologicalprocessing includingphonics fromclassnotes Sept 24 Thereisabiasinfavouroftop downprocessingandresearch butthisischangingasinteractivemodelsgainauthority seeNassaji 2007 p 85 Hudson 2007 pp 33 34 Grabe 2004 p 32 Readingis interactiveinthesensethatlinguisticinformationfromthetextinteractswithinformationactivatedbythereaderfromlong termmemory asbackgroundknowledge Thesetwoknowledgesources linguisticandbackground areessentialforbuildingthereader sinterpretationofthetext Grabe Stoller 2001 p 18 Currentresearchbelievesthatlackofautomaticityin lower levelprocessing i e automaticlexicalaccessthroughbottom upprocess leadstopoorskilledreading Alyousef 2006 p 64 Phonemicawarenessisanimportantprecursorforalphabeticreading butparadoxically peopleoftenacquireitasaresultoflearningtoreadanalphabet Birch 2002 p 54 seealsoBellandBurnaby p 62 developingphonologicalsensitivityiscriticalforearlysuccessinreadingacquisition andinstructionalprogrammesthatemphasizesound spellingdecodingskillsresultinbetterreadingoutcomesbecausealphabeticcodingisthecriticalsub processthatsupportsfluentreading StanovichandStanovich quotedinGrabe Stoller 2001 p 32 PhonicsissuesforELLs Englishspellingisphonemicratherthanphonetic Englishdoesnothaveastrictphoneme graphemecorrespondence GeorgeBernardShawfamouslysuggestedspelling fish as ghoti laughwomennation doing donegoing gone cough tough though bough through read read bow bow wind wind record record present present MorephonicsissuesforELLs comprehensionskillsareequallyimportantphonicsinstructionmaybedecontextualizedandinaccessibleinstructionalmaterialsmaybeinauthenticandirrelevantmaterialsviewedastoosimpleorchildishmayoffendstudentsandleadtoanegativeaffectdecodingwordscanimpedefluency Conclusions Researchthatdemonstratestheeffectivenessofspecificinstructionalpracticesforgreaterfluencyinwordrecognitionisneeded Grabe 2004 p 48 Thisisnottosaythatphonics decodinglettersintosounds isnotofuseinlearningtoread Itdoesplayapart anditcanbeaveryusefultool butitshouldnotbetheonlyrouteoreventheprimaryroutewechoose Bell Burnaby 1984 p 10 高水平認知過程 與底層過程的組合 形成讓我們執行讀書因為各種目的認知處理資源 理解力過程 看這樣 突出理解力的神奇的本質年 Grabe Stoller2001 p 29 Andfinally Grabe Stoller 2001 29 Andfinally Grabe Stoller 2001 P29 Andfinally Grabe Stoller2001 p 29 Andfinally Higher levelcognitieveprocessen incombinatiemetdeprocessenoplagerniveau vormdecognitieveverwerkingsmiddelendielezingvoordiversedoeleindenuitvoeren Opdezewijzedegezienhetbegripsprocessenvandelezing benadrukkendewonderbareaardvanlezingsbegrip Grabe Stoller 2001 p 29 Andfinally Higher levelcognitiveprocesses incombinationwiththelower levelprocesses formthecognitiveprocessingresourcesthatletuscarryoutreadingforvariouspurposes Readingcomprehensionprocesses seeninthisway highlightthemiraculousnatureofreadingcomprehension Grabe Stoller 2001 p 29 Andfinally QuestionsIfweusephonicswithadultliteracylearners howwouldourinstructionbedifferentthanifwewereteachingchildren HowwouldouruseofphonicsbedifferentwithlearnerswhohavenoliteracyintheirL1 orwithlearnerswhoseL1doesnotusetheRomanalphabet Referencesforphonicscontroversy D Agostino JosephA 2001 Conservativespotlight JoySweet InterviewinHumanEvents Dec24 2001 Essberger J 1999 Ghoti Fish Retrievedfromlettertotheeditor NYTimes RetrievedfromFrameworks K 12 Retrievedfromhttp www nde state ne us READ FRAMEWORK glossary general p t html References Alyousef H 2006 TeachingReadingComprehensiontoESL EFLLearners JournalofLanguageandLearning Volume5Number1Bell J Burnaby B 1984 AHandbookforESLLiteracy Markham ON OisePress Birch B 2002 EnglishL2reading GettingtotheBottom Mahwah NJ LawrenceErlbaum G