How to Teach a Child to Read - Children Learning Reading Part 2

7/23/2019 How to Teach a Child to Read - Children Learning Reading Part 2

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PART 2

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Contents

How To Teach Phonics to Children ..................................................................... 4

Phonemic Awareness Research ....................................................8

Teaching Letter Names and Sounds ................................................................. 12






How To Teach Phonics to Children

Phonics is a necessary part of any good method of teaching children

to read. Teaching Children phonics and helping them develop

phonemic awareness is the key to mastering words, which is the first

key step toward successful reading. Children need to develop a

knowledge of the letters, the sounds represented by the letters, andthe connection between sounds created by combining the letters

where words are formed. This is an essential part of mastering

reading, and enabling children to become independent readers. By

learning phonics and phonemic awareness, children gain the ability

to pronounce new words, develop clear articulation, improve

spelling, and develop self confidence.

When it comes to teaching your children to read, it must include

three basic principles:

1) Reading for the child, whether it's a word, sentence, or story, must

appeal to your child's interests.

2) Never pressure or force your child into reading, turning it into a

negative "event" in their life. It should be a fun, enjoyable, and

rewarding experience. This will take ample amounts of patience on

the part of the parents, and some creativity.






3) Teaching your child to read must begin with the mastery of the

phonemes - the individual sounds which makeup the words.

The basic process of teaching phonics and phonemic awareness to

children includes teaching them the letters and letter sounds; then

you teach the child to combine (or blend) various letter sounds

together to form words; which is then followed by reading sentences

and simple stories. This is a logical progression for children to learn

reading, where they develop accuracy in decoding words and

pronouncing words. This method of teaching also helps the child to

spell correctly. Gradually, the different elements of phonics are

combined to produce new words, and leads to the discovery of new

words by the child using this process which becomes an "automatic

reflex".

Teaching phonics to children should take 10 to 15 minutes each day,

and these "lessons" should take place in several small sessions each

day - such as 4 or 5 session lasting 3 to 5 minutes each. For older pre-

school children, lessons can be slightly longer; however, severalminutes each session is all that's needed.

One way to start teaching phonics to children with ear training - by

helping them develop the understanding that words are made up of

smaller units of sounds, or known as phonemes, and when you

combine these sounds, a word is formed. You can start this with very






short sessions, as already mentioned. A few minutes a day is all that

you need. The key, however, is consistency and patience.

During these short sessions, sound out words slowly and distinctly.

You can do this without even making the child aware that you are

trying to teach them. Simply take words from your everyday

speaking to your child and include oral blending sounds into your

sentences. For example, if you wanted to ask your child to drink his

milk, you could say: "Joe, d-r-i-n-k your m-ilk." The words drink and

milk are sounded out slowly and distinctly. The level of sound

separation can be set by you to increase or lower the difficulty. Thus,

if Joe has a tough time figuring out that d-r-i-n-k means drink, you

can lower the difficulty by blending the word as dr-ink instead.

Alternatively, you could simply pick different words and play

blending sounds games with your child. You simply say the sounds of

the word slowly, and ask the child try to guess what you are saying.

This concept of individual sounds forming words may take some time

for your child to grasp. Some children will pick it up quickly, while

other children may take longer, but one thing that's certain is that if

you keep it up, your child will catch on. Below are some sample

words which you can use to play blending sounds activities with your

child.






J-u-m-p J-ump

R-u-n R-un

S-i-t S-it

S-t-a-n-d St-andM-i-l-k M-ilk

S-t-o-p St-op

The first word is more segmented than the second word, and will be

more difficult to sound out. Please note that hyphens are used to

indicate the letter sounds instead of slashes.

ie: J-u-m-p /J/ /u/ /m/ /p/

This is done to make things easier to read; however, when you read

it, you should not read the names of the letters, but instead say the

sounds of the letters. This type of ear training for phonics and

phonemic awareness should continue throughout the teaching

process, even well after your child have grasped this concept. It can

be applied to words with increasing difficulty. Again, please always

keep in mind that not all children can readily blend the sounds to

hear the word, so you must be patient, and drill this for days, weeks,

or even months if needed. Consistency and frequency is the key to

success here, and not sporadic binge sessions.

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Phonemic Awareness Research

Phonemic Awareness is the ability to hear, identify, and manipulate

the individual sounds which make up words. In the past few decades,

large amounts of research have improved our understanding of

phonemic awareness and its importance in helping children learn to

read. There are hundreds of research studies conducted on all

aspects of phonemic awareness, and how it affects and benefits

reading and spelling abilities of young children. The National Reading

Panel of the US have stated that phonemic awareness improves

children's reading and reading comprehension, and that it also helps

children to learn to spell. Based on the research and reviews done by

the National Reading Panel, they have concluded that teaching

phonics and phonemic awareness produces better reading results

than whole language programs.

When teaching phonemic awareness, children are taught the

smallest units of sound, or phonemes. During the teaching process,

children are taught to focus on the phonemes, and learn to

manipulate the phonemes in words. Studies have identified

phonemic awareness and letter knowledge as the two best school-

entry predictors of how well children will learn to read during the

first 2 years of instruction. In a review of phonemic awareness






research, the National Reading Panel (NRP) identified 1,962 citations,

and the results of their meta-analysis were impressive as stated in

the NRP publication:

Overall, the findings showed that teaching children to manipulate

phonemes in words was highly effective under a variety of teaching

conditions with a variety of learners across a range of grade and age

levels and that teaching phonemic awareness to children significantly

improves their reading more than instruction that lacks any attention

to phonemic awareness (PA).

Specifically, the results of the experimental studies led the Panel to

conclude that PA training was the cause of improvement in students’

phonemic awareness, reading, and spelling following training. The

findings were replicated repeatedly across multiple experiments and

thus provide converging evidence for causal claims. [1]

As can be clearly seen, teaching children phonemic awareness early

on significantly improves their reading and spelling abilities.

Furthermore, the NRP research stated that these beneficial effects of

phonemic awareness teaching goes well beyond the end of training

period. The NRP phonemic awareness research also found that the

most effective teaching method was to systematically teach children

to manipulate phonemes with letters, and teaching children in small

groups.






Phonemic awareness (PA) teaching provides children with an

essential foundation of the alphabet system, and a foundation in

reading and spelling. The NRP has stated that PA instructions is a

necessary instructional component within a complete reading

program.

Below are two other studies done on phonemic awareness, and its

effects on reading abilities. In a study involving children aged 6 to 7

years old, researchers found that the few readers at the beginning of

grade one exhibited high phonemic awareness scored at least close

to perfect in the vowel substitution task, compared to none in

children of the same age group who could not read when they

entered school. The research also stated that phonemic awareness

differences before instruction predicted the accuracy of alphabetic

reading and spelling at the end of grade one independent from IQ.

Children with high phonemic awareness at the start of grade one had

high reading and spelling achievements at the end of grade one;

however, some of the children with low phonemic awareness had

difficulties learning to read and spell. The study suggested that

phonemic awareness is the critical variable for the progress in

learning to read. [2]

Another study looked at phonemic awareness and emergent literacy

skills of 42 children with an average age of 5 years and 7 months. The






researchers indicated that relations between phonemic awareness

and spelling skills are bidirectional where phonemic awareness

improved spelling skills, and spelling influenced the growth in

phonemic skills. [3]

It is clear that with the conclusions made by the National Reading

Panel and other research studies on the benefits of phonemic

awareness, children should be taught PA at a young age before

entering school. This helps them build a strong foundation for

learning to read and spell.

>> Help your child develop phonemic awareness and

teach your child to read today

Notes:

1. National Institute of Child Health and Human Development. (2000). Report of the

National Reading Panel. Teaching children to read: An evidence-based assessment of the

scientific research literature on reading and its implications for reading instruction (NIH

Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

2. Cognition. 1991 Sep;40(3):219-49.

The relationship of phonemic awareness to reading acquisition: more consequence than

precondition but still important. Wimmer H, Landerl K, Linortner R, Hummer P. University of

Salzburg, Austria.

3. Exp Child Psychol. 2002 Jun;82(2):93-115.

Emergent literacy skills and training time uniquely predict variability in responses to

phonemic awareness training in disadvantaged kindergartners. Hecht SA, Close L.










Teaching Letter Names and Sounds

So, you want to teach your child to read, but before a child can learn

to read, he or she must first learn at least some of the letters in the

alphabet, their names, and the sounds that they represent. To be

able to read, a child must be able to recognize the letters, know the

sound of the letters, and be able to recognize the letters quickly and

say the sound without hesitation. There is plenty of discussion and

disagreement on whether it's better to teach children using whole

language programs or using methods which incorporate phonics and

phonemic awareness instructions. I think the debate on this is settled

when the National Reading Panel stated from their findings of

reviewing over 1,900 studies that phonics and phonemic awareness

produces superior reading results than whole language programs.

There is also some debate on whether to teach your child only letter

names, or only the sounds which the letters represent. However,

studies have also settled this debate by finding that teaching a child

alphabet names and sounds together produces the best results. In

fact, studies have found that there is little value in teaching

preschoolers letter forms or letter sounds separately. This was

indicated by an Australian study involving 76 preschool children. The

children received 6 weeks of training in either letter awareness,

phonemic awareness, or control tasks, and then received another 6

weeks of training in either letter-sound correspondence or control






tasks. The study found that training in either phoneme or letter

awareness assisted with learning of letter-sound correspondences,

and that the phonemically trained children group had an advantage

on recognition tasks. The study found that there is little value in

training in letter form or letter sounds separately. [1]

As you can see, there is basically no point in only teaching either the

names of the alphabet letters, or the sounds the letters make. A child

must learn the name and the sound of the alphabet letter. When

teaching your child the alphabet, instead of simply teaching them the

name of the alphabet such as "this is the letter A", teach them like

so:

"This is the letter A, and the letter A makes the /A/ sound." (note:

the /A/ denote the sound "A" makes, and not its name). Similarly,

you can teach your child the other alphabet letters in this way

including both name and sound of the letter. This is the way I teach

my children the alphabet letters. Other studies have also determined

that teaching the letter names and sounds together helped children

learn.

58 preschool children were randomly assigned to receive instructions

in letter names and sounds, letter sound only, or numbers (control

group). The results of this study are consistent with past research

results in that it found children receiving letter name and sound






instruction were most likely to learn the sounds of letters whose

names included cues to their sounds. [2]

To be able to effectively teach your children the sounds of letters,

you must first master the proper pronunciation of the letters

yourself. It is critical for you as a parent to be able to first say the

sounds of the letters correctly before teaching your children, and this

is much tougher than it may seem.

>> Click here to learn more about our simple program that will show

you step-by-step how to effectively teach your child to read

Notes:

1. J Exp Child Psychol. 2009 Sep;104(1):68-88. Epub 2009 Mar 5.

The genesis of reading ability: what helps children learn letter-sound

correspondences? Castles A, Coltheart M, Wilson K, Valpied J, Wedgwood J.

Macquarie Centre for Cognitive Science, Macquarie University, Sydney, NSW

2109, Australia.

2. J Exp Child Psychol. 2010 Apr;105(4):324-44. Epub 2010 Jan 25.

Learning letter names and sounds: effects of instruction, letter type, and

phonological processing skill. Piasta SB, Wagner RK. Preschool Language andLiteracy Lab, The Ohio State University, Columbus, OH 43210, USA.







How to Teach a Child to Read - Children Learning Reading Part 2

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