Phonic Method Research Articles

Alfabetizar é mais que ensinar um código: discurso e autoria no ensino da língua

Abstract This article aims to discuss the use of the phonic method in literacy, preconized, in the midst of a “methods quarrel,” as the only evidence-based way to teach literacy. Although this discussion is not recent, from 2019 on, it gains strength by integrating the National Literacy Policy (PNA) [Portuguese acronym of the name], in a very controversial moment regarding the directions of education in the country. In this context, the discussion proposed here is based on the dialogue with authors such as Cecília Goulart, Magda Soares, João Wanderley Geraldi, among others who have dedicated their studies to literacy and contributed to the expansion of the debate on teaching of the mother tongue. Supported by these authors and by the Bakhtinian perspective on language, this article also presents pedagogical practices performed by undergraduate students of the Pedagogy course at the Federal University of Rio de Janeiro (UFRJ) in the scope of the extension project “The school-university partnership in children’s literacy and the initial training of literacy teachers”, through which they are inserted into the daily life of public schools and participate in the planning and development of didactic projects focused on children’s literacy. From the proposed discussions in this article and the performance of the undergraduates, one can glimpse practices based on the discursiveness of human relations, which are shown to be potent for the valorization of children’s voices, their authorship as readers and writers, and their protagonism in the literacy process, seeking to expand their repertoire of cultural practices of reading and writing and their formation as socio-historical and cultural subjects in the struggle for social inclusion.

Fonik Sintetik, Kemanusiaan Digital dan Pengajaran Bahasa Inggeris di Peringkat Permulaan

There is a rich research literature on phonics and related topics such as phonemic awareness and measurements of the benefits of phonics for later success in reading. What seems to be missing is a theoretically sound account of phonics itself as a discipline. This paper traces the way the present situation came about, and restores phonics to its true place between the study of spoken language and reading studies. The problems caused by the present situation fall on the shoulders of teachers in the classroom, who may be required to teach using phonic methods without being adequately guided on what they are supposed to do. Taking a teacher-centred “digital humanities” approach to phonics, the paper proposes a device that could provide the teacher with phonic information about English words much as a dictionary provides their meanings.

IMPROVING STUDENTS SPELLING SKILLS THROUGH USING JOLLY PHONICS METHOD (AGE 5 YEARS)

This research describes a classroom action research (CAR) held in Bilingual Kindergarten, Gambir - DKI Jakarta, through the implementation of Jolly Phonics Method to improve the basic ability in spelling using the letter sounds. There are 10 students as a population in one class for K2 level (age 5 years). In this research article, the writer used qualitative method and experimental method to get the data. The major goal of Jolly Phonics method teaching, students have achievements are much greater in both reading and writing relating the letter sounds based on students spelling skills. This research was conducted in two cycles. Each cycle included four stages: planning, observing, improving, and practicing. The data were obtained by the result of pre-cycle, cycle I and cycle II. The finding result of the students of at pre-cycle was 63, then increase to 68 for the first cycle, the last increase up to 73 for the second cycle. The teaching of Jolly Phonics includes 5 teaching points. Those are learning the letter sounds, learning letter formation, blending, identifying sounds in words, and tricky words. The data that were obtained qualitatively and quantitatively show that Jolly Phonics Method could improve: (l) the students’ ability in remembering the letter that represent of each sound is taught with an action, (2) the students’ ability in pronouncing the letter sounds correctly, (3) the students’ ability in spelling the words correctly. The major goal and result of Jolly Phonics method that students have achievements are much greater in both reading and writing relating the letter sounds based on students spelling skills.

Orthographic Errors in Japanese Vocabularies for Basic Level Pupils at Rizky Home School Kindergarten

The study is entitled ?Orthographic Errors in Japanese Vocabularies for Basic Level Pupils at Rizky Home School Kindergarten?. The aims of the study are to identified the types, factor of orthographic errors and how to deal the effect of the errors. The data was obtained from Rizky Home School Kindergarten basic level pupils batch 2020/2021 totaled 20 peoples. The data was collected by qualitative and quantitative appoarch, observation method and test (pretest-posttest) with note-taking techniques. The collected data was analyzed by theory of phonology by Kubozono (2015), error analysis by Fromkin (1973), Slip of the pen by Musfiroh (2008), Interlanguage by Slinker (1972), Cognitivism by Jordan (2008) and Jolly Phonic Method by Lloyd (2007). The results shows that determined orthographic errors exist in the classes of nouns, nouns adverbs and adjectives. Orthographic errors occured in vowel phonemes and consonant phonemes. The types of orthographic errors consist of 98 data omission, 35 data adition, 1 data inverted interlexeme mirror,28 data inverted intralexeme mirror and 19 data inverted shadow. The factors causing orthographic errors in Japanese vocabularies were due to 2 factors, namely negative language transfer and wrong teaching procedures. The treatment used to minimize orthographic errors in writing vocabularies using Japanese was by changing the conventional teaching method into a new way, namely inserting the theory of cognitivism and the application of the jolly phonic method, which was able to provide changes to a better direction in terms of values and psychology with an average value in first semester, those who had not been given treatment were at 55.75. Meanwhile, 6 months later after being given treatment, the average score for basic level pupils at Rizky Home School Kindergarten rose to 71.35, which indicatedthe scale of change was 35 % fairly effective.

THE PHONICS METHOD IN TEACHING EFL PRONUNCIATION TO YOUNG LEARNERS WITH DYSLEXIA

The Phonics method brings more logic into the correspondence between English pronunciation and spelling. Therefore, it might be beneficial for learners with special educational needs (namely dyslexia). The study investigates the effectiveness of the Phonics method in teaching English pronunciation to young non-native learners comparing the achievement of the intact and the integrated learners. The Phonics method was applied for five months in the experimental group, and other, more traditional methods for teaching EFL pronunciation were applied in the control group at an elementary school in Slovakia. Both groups consisted of the intact and the integrated learners (experimental group: 19 intact and 2 integrated learners; control group: 17 intact and 2 integrated learners). The learners underwent a dictation and a reading test in pre-test and post-test, and the results indicate the benefit of the Phonics method for all learners with significant improvement among learners with dyslexia. The integrated learners՚ improvement rate was nearly six times (dictation)/three times (reading test) higher in the experimental group than in the control group.

Application of The Phonic Method to Improve The Early Reading Skills of Mentally Retarded Children

This study has the aim of conducting research, namely to determine the improvement of reading skills for mentally retarded children by applying a reading method, namely the phonic method. The phonic method for mentally retarded students starts from hearing the sounds of letters and letter shapes, combining letters by letter into syllables, to reading nouns. This study uses a descriptive quantitative approach with the type of experimental research. And this study uses an A-B-A research design with 4 subjects with mental retardation, carried out in the Baseline A phase carried out in 2 sessions, in the Intervention phase 6 sessions, and in the Baseline A phase 2 sessions. The results of this study can be seen from the progress in each session that has been carried out, the progress of the subject's reading ability, and the progress of the conditions raised by the research subject in each session. And the results of the 4 research subjects showed that there was an increase in early reading skills for mentally retarded children by applying the phonic method.

The phonic method for improving students’ speaking ability

The study was underlain by the child's introduction to letters performed by memorization, in which the children find it difficult to know it in sequence. Therefore, the purpose of this study was to increase children's ability to know the letters through phonic methods. The study applied the Class Action Research (CAR) Method with a model of Kemmis and Taggart. The data collection technique used is observation and test. The result of the study showed that a child could recognize the vowel and consonants. However, no child can recognize the initial letter sounds of the images of objects contained on the card, and there was no child able to combine letters into syllables and words at the pretest stage. In cycle I, there are 12 children able to recognize the vowel and consonant letters, 13 children can recognize the initial letter sounds of the images of objects contained on the cards, and 12 children can combine letters into syllables and words. In cycle II, there are 17 children able to recognize vowel and consonant letters, 16 children can recognize the initial letter sounds of the images of objects contained on the cards, and 15 children can combine letters into syllables and words. Thus the application of the phonic method can improve child-speaking ability.

BELAJAR MEMBACA TEKS BAHASA INGGRIS DENGAN PENGENALAN PHONICS BERSAMA SD ISLAM DUTA EKSELENSIA, DEPOK

Reading is an activity that has many benefits. Through reading, a person will be able to gain a lot of insight and knowledge. Therefore, reading habits should be enhanced as early as possible. Learning to read is a phase that must be passed in order to read writing fluently. Learning to read is an essential foundation for becoming an educated person. Reading offers opportunities for pleasure, to increase our knowledge of the world and to enhance our imagination and creativity. In learning English, reading is an obstacle for some people, especially since how to read text in English is very different from Indonesian. This often happen to starter learners. Compared to tests in Indonesian, the spelling that must be pronounced is different from the writing in English. Since, English is one of the foreign languages ​​that must be studied in Indonesia, learning about English in addition to mastery of vocabulary that must be developed, must also be started by reading and pronouncing writing in English correctly. In several primary schools in Indonesia, both national and international, the method of learning to read written or text in English uses the Phonics method and approach. Phonics is a method for teaching the reading and writing of an alphabetic language. However, many schools do not understand what phonics is and its benefits. In connection with this, an introduction to phonics is carried out at SDI Duta Ekslesnsia, Citayam, Depok, Jawa Barat

Impact of Jolly Phonics Teaching Method on the Formation of Letter Sounds Abilities of Primary School Pupils in Gusau Local Government of Zamfara State, Nigeria

The study focused on the impact of Jolly Phonics method on the formation of letter sounds abilities of primary school pupils in Gusau local government of Zamfara State, Nigeria. Two research questions were developed and answered in line with what the study sought to find out. Also two null hypotheses were formulated and tested at the probability of 0.05 levels of significance. The study made use of Burt and EGRA reading and writing tests to ascertain pupils’ baseline in word formation and their level of attainment in the same skills after being exposed to Jolly Phonics teaching method. Thereafter, they were subjected to treatment for 6 weeks using adapted Burt-EGRA reading and writing test. The instrument Burt-EGRA reading and writing test was developed from the review of related literature and was used for the treatment of the respondents. The instrument Burt-EGRA reading and writing test validated by experts in Department of curriculum (Language Education) Usmanu Danfodiyo University Sokoto and to ensure reliability of the items, they were pilot tested in two (2) primary schools outside the selected schools within the study area. The entire population for the study was 79,377 pupils and total of 1,901 obtained from the sixteen (16) sampled primary schools selected from the study area. One hundred (100) respondents were sampled out of the total population using stratified simple random sampling technique. The data collected for the study were analyzed using descriptive statistics (mean and Standard deviation) to answer the research questions raised where t-test statistical analysis was employed by the researcher to test the null hypotheses. The findings of the study revealed that there was significant difference in the performance of respondents subjected to treatment using Burt-EGRA reading and writing test in teaching Jolly Phonics. It was recommended that enough time should be allotted to the teaching of Jolly Phonics as this will help pupils to improve in their skills of sounds identifications, sound formation and words formation.

Phonic Methods on Increasing Reading Ability in Children with Visual Impairments

Reading is an ability that must be possessed by every child, including children with special needs. This is the background of this study which aims to determine the extent of the influence of the phonic method on improving early reading skills in children with visual impairments. The research method used is an experimental method with a Single Subject Research (SSR) approach using an Applied Behavior Analysis (A-B-A) design. The presentation of the data is processed and analyzed using descriptive statistics with percentages and is displayed in graphical form. The results showed that the mean acquisition for each condition, namely the baseline phase 1 (Applied-1) was 52.50%, the intervention phase (Behavior) was 65.35%, and the baseline phase 2 (Analysis-2) increased to 87.50%. Based on the results of the study, it was shown that the phonic method affected increasing the ability to read early in children with visual impairments. Therefore, this study can provide an alternative learning strategy for teachers in improving early reading skills in children with visual impairments using the phonic method.

Using phonics to develop the emergent English literacy skills of Spanish learners

Phonics is well established in the English-speaking world, but to date it has beenimplemented to only a limited extent in contexts where English is a foreign language.This study aimed to evaluate the appropriateness of phonics for developing literacy skills of Spanishlearners of English. An experimental pre-test – post-test design was used to determine the method’sadded value. The sample consisted of two equivalent groups in a Spanish bilingual state primaryschool, a control and a treatment group, where a phonic method was implemented by the researcher.Data were collected through tests measuring emergent Spanish and English literacy skills. Non-parametric tests and correlations were used for data analysis.The treatment group presented a significant improvement in phonological awareness, naming andletter and pseudo-word reading in the Spanish and English post-test. These 7-year-old childrenattained a level in English literacy skills equivalent to English children aged 5.8. The findings alsosuggested a positive transference of skills between English word reading and Spanish pseudo-wordreading.The present study can serve as a possible proposal to help improve our Spanish bilingual programmesthrough the use of phonics in the early years in order to increase learners’ English reading level.

Efektivitas Metode Fonik terhadap Penurunan Tingkat Keterlambatan Bicara Anak Usia 4-5 Tahun

This research examines the effectiviness of phonic method on reducing the level of speech delay in children aged 4-5 years at Integrated Islamic Kinderganten Al Ummah Gresik. Phonic method is a developed by optimizing all language skills, listening, speaking, writing, and reading. Speech delay occurs when the level of speech development of a child is below the level of quality of speech development of normal children in general according tho their age. This research uses description of quantitative action research type, one group pre-test and post-test design. This research uses a non-probability sampling technique whit a suturated sampling technique. The populations were 10 children and the sample were 6 children in the severe speech delay category and 4 children in the light speech delay category. The data analysis technique used the mann-whitney test analysis. The analysis show that there is an effect of giving phonic method treatment on reducing the level of speech delay in the severe speech delay group. Whereas in the light speech delay group stated that there was no effect of giving phonic method treatment on reducing the level of speech delay. Furthermore, the gain score calculation also shows tha there is no difference in the effectiveness of giving phonic method treatment on reducing the level of speech delay in both the severe speech delay category and the light speech delay category. This suggest tha further researchers provide treatment by experts or people who are experts in their fields, and it is advisable to choose other types of research, such as experimental research, so that the result are more comprehensive.

The Application of Phonic Methods in Learning of Reading for Early Children

The Application of Phonic Methods in Learning of Reading for Early Children

Alfabetização e letramento: de como se aprende a como se ensina

A professora Magda Soares discute as concepções de alfabetização e letramento, afirmando que a aprendizagem do sistema de escrita deve ocorrer contemporaneamente à aprendizagem dos usos sociais desse sistema, o que a pesquisadora chama de “alfaletrar”. Nesse mesmo sentido, Soares aborda a questão das teorias e práticas voltadas à alfabetização, explica que não deve haver um único método a ser seguido e critica o Plano Nacional de Alfabetização (PNA), que recomenda, especificamente, o método fônico. Magda Soares aborda a teoria da Psicogênese da língua escrita, desenvolvida por Ferreiro e Teberosky (1986), apresentando evidências de todos os estágios que compõem essa teoria através de exemplos produzidos por alunos em processo de alfabetização. A professora evidencia em sua fala a tentativa de articulação entre a Linguística e a Educação.

“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

Speech delay becomes a phenomenon for children such as in English pre-reading instruction for non-native English speaker, thus it is needed a proper method for them. This study aims to identify the implementation of phonics method that used in an English pre-reading instruction for a child with speech delay. This study uses a case study which involves one teacher and one child with speech delay. The data obtained by interviewing a teacher and parents, observing the child, and identifying lesson plans. Thematic analysis is used to determine relevant themes of the topic. The results show each instruction has one objective, focuses on letters’ sound and spelling spelling two up to four sounds of a word, and a child could utter words clearly. Additionally, interactions with peers encourage a child to be competitive and enthusiastic. Furthermore, phonics method might be an alternative method for children with speech delay to acquire English pre-reading skills, especially in Early Childhood Education (ECE).

Impact of Learning to Read in a Mixed Approach on Neural Tuning to Words in Beginning Readers.

The impact of learning to read in a mixed approach using both the global and phonics teaching methods on the emergence of left hemisphere neural specialization for word recognition is yet unknown in children. Taking advantage of a natural school context with such a mixed approach, we tested 42 first graders behaviorally and with Fast Periodic Visual Stimulation using electroencephalographic recordings (FPVS-EEG) to measure selective neural responses to letter strings. Letter strings were inserted periodically (1/5) in pseudofonts in 40 s sequences displayed at 6 Hz and were either words globally taught at school, that could therefore be processed by visual whole-word form recognition (global method), or control words/pseudowords eliciting grapheme-phoneme (GP) mappings (phonics method). Results show that selective responses (F/5, 1.2 Hz) were left lateralized for control stimuli that triggered GP mappings but bilateral for globally taught words. It implies that neural mechanisms recruited during visual word processing are influenced by the nature of the mapping between written and spoken word forms. GP mappings induce left hemisphere discrimination responses, and visual recognition of whole-word forms induce bilateral responses, probably because the right hemisphere is relatively more involved in holistic visual object recognition. Splitting the group as a function of the mastery of GP mappings into “good” and “poor” readers strongly suggests that good readers actually processed all stimuli (including global words) predominantly with their left hemisphere, while poor readers showed bilateral responses for global words. These results show that in a mixed approach of teaching to read, global method instruction may induce neural processes that differ from those specialized for reading in the left hemisphere. Furthermore, given their difficulties in automatizing GP mappings, poor readers are especially prone to rely on this alternative visual strategy. A preprint of this paper has been released on Biorxiv (van de Walle de Ghelcke et al., 2018).

Método fônico ou método global para alfabetizar crianças das camadas populares? (1930-1980)

Inserido no âmbito da História Cultural, o artigo tem por objetivo discutir representações, práticas e resistências produzidas em torno do método fônico e do método global de alfabetização. A pesquisa retoma memórias de alfabetizadoras e conteúdos em circulação entre as décadas de 1970 e 1980 — período em que Minas Gerais implanta o Projeto Alfa e propõe o método fônico para alfabetizar. Foi utilizada a história oral para reconstituir a memória coletiva, captar discursos, prescrições e práticas que colocaram metodologias de alfabetização em oposição. Foi constatado que o método global era considerado o mais adequado, mas, na década de 1970, as professoras adotam o método fônico — adoção que se processa em meio a resistências e forte oposição no Grupo Escolar Gonçalves Chaves.
 Palavras-chave: Alfabetização. Método Fônico. Método Global. Resistência. História da Educação.

A Comparison of Phonics Rules and Methods of Presenting Them in Three Primary English Textbooks

A Comparison of Phonics Rules and Methods of Presenting Them in Three Primary English Textbooks

PENERAPAN METODE FONIK UNTUK GAME EDUKASI PENYANDANG DISLEKSIA MENGGUNAKAN VISUAL NOVEL

Multimedia that can help dyslexic children. Visual Novel is an interactive based game that displays stories in the form of static images, and is equipped with conversation boxes to convey narratives and sayings of each character, and sometimes each character has a sound effect so that every character in Visual Novel seems to be alive and able to speak. The method used in making this game is multimedia development life circle, and for the game itself, the phonics method will be used. As for the background of this writing, there is no Indonesian visual novel that has become a learning medium for children with dyslexia. And also visual novel is recommended to be used as a learning media, because it can help children enjoy the learning contained in it.

Teaching Students with Low Academic Achievement in Reading Through Multisensory Approach – Intervention Programme

Jolly Phonics is a multisensory approachdesigned to teach children how to read, write and spell using a systematic multisensory phonics program. It uses synthetic phonics method. In this programme children learn the letter sounds first and then move on to blending [putting together] the sounds in order to read words. Jolly Phonics was developed for children from junior kindergarten to grade 2. It can be used for children who have reading/ writing difficulties. The researchers have noticed, while working as supervisors in Cycle One Omani schools, that grade threestudents have certain weaknesses in reading. They realized that some students could not even read simple words though they have spent 2 years and a halfstudying English.In order to investigate this problem, six low achievers students from grade 3 were selected; they were males and females and their age is between 8-9 years old. A certain scheme was designed; it included teaching one lesson a week for 4 months using Jolly Phonics programme. The teacher was provided by the Jolly Phonics materials to help her teaching the lessons effectively. The programme included learning the letter sounds, learning the letter formation, blending, identifying sounds in words and spelling the tricky words. A certain exam has been given to the students before and after the programme. The results show that there is a noticeable improvement in the students' academic achievement comparing with their previous level. The presentation will be interactive, researcher and audience together will explore to what extent this programme has certain effectiveness on students’ performance. Findings will be set beside those from previous studies, implications for the Omani classroom will be discussed, and recommendations made for future research. Excerpts from students reading and writing will be shared with the audience.