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The document discusses several approaches to phonics instruction including synthetic phonics, analytic phonics, and systematic phonics. Synthetic phonics teaches students to identify letter-sounds and blend them to form words, while analytic phonics teaches students to analyze sounds in already known words. Studies have found synthetic phonics to be highly effective for decoding skills and spelling. Systematic phonics, where phonics is taught progressively, leads to stronger reading performance compared to non-systematic programs. A spelling-based phonics approach was also found beneficial for improving reading and spelling skills in children with dyslexia.

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49 views3 pages

RRL Theme 2

The document discusses several approaches to phonics instruction including synthetic phonics, analytic phonics, and systematic phonics. Synthetic phonics teaches students to identify letter-sounds and blend them to form words, while analytic phonics teaches students to analyze sounds in already known words. Studies have found synthetic phonics to be highly effective for decoding skills and spelling. Systematic phonics, where phonics is taught progressively, leads to stronger reading performance compared to non-systematic programs. A spelling-based phonics approach was also found beneficial for improving reading and spelling skills in children with dyslexia.

Uploaded by

kimberlyjoyce amen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Phonics is a cornerstone of literacy and a skill that is taught and develops after children

are aware of the sounds, or phonemes that compose words (Holsted, 2015). According to

Johnson (2017), there are two general approaches to phonics instruction – synthetic approach and

analytic approach. Synthetic approach to phonics instruction teaches students to identify

letter/sounds first and then to synthesize or put these sounds together to create words. This is the

approach taken by traditional basal programs. Analytic approach, on the other hand, includes any

strategy that teaches students to analyze the sounds within words they already know.

In addition, Alias et al. (2016) posited in their study that synthetic phonics is highly

effective in helping the readers master the skill decoding as it provides them with a strategy for

reading unfamiliar words. Synthetic phonics approach also resulted positive gains in word

spelling. Instructions with inclusion of synthetic phonics resulted to the improvement of spelling

outcomes of young struggling readers (Henbest & Apel, 2017 as cited in the study of Alias et al.,

2016).

However, based on the study on Hmeadat and Yunus (2018), a lot of the teachers had no

idea about the synthetic approach, how to teach it properly and how to assess it the right way.

The EFL teachers even believed that the English alphabet was taught in the same sequence order

which was rejected by this approach. Therefore, Hmeadat and Yunus (2018) suggested that EFL

teachers in Jordan undergo a training course to be up to date with the modern instruction

approaches in order to help their students increase their abilities in improving decoding and

reading performance.

Another approach in phonics incorporated in the study of Holsted (2015) is the

systematic phonic approach. According to the results, systematic phonics approach is much more

effective than instruction that teaches little or no phonics because it strengthens children's
success in reading. The students who were taught phonics systematically outperformed students

who were taught a variety of non-systematic or non-phonics programs, including basal programs,

whole language approaches and whole-word programs.

Another approach in phonics incorporated in the study of Rijthoven et al. (2021) is the

spelling-based phonic approach in children with dyslexia to improve their pseudoword reading,

word reading, and spelling skills. Children with dyslexia have severe difficulties in building up

these phonology–orthography connections (Lyon, Shaywitz, & Shaywitz, 2003 as cited in the

study of van Rijthoven, R. et al., 2021). As a result, these children struggle to read and spell

words and pseudowords accurately and precisely (Lyon et al., 2003). The intervention is

beneficial in general, regardless of children's cognitive profiles. Word spelling change was

predicted by cognitive skills and pretest scores. Despite positive findings, this study found that

dyslexic children's spelling and reading issues persisted even after intervention.
Reference

Holsted, D. (2015). Effects of a non-systematic phonics program on emergent and early

readers (Doctoral dissertation, Northwest Missouri State University).

Henbest, V. S. & Apel, K. (2017). Effective Word Reading Instruction: What Does the

Evidence Tell Us? Communication Disorders Quarterly, 39(1): 303-311.

Jalaludin, A & Hashim, H. (2019). SYNTHETIC PHONICS INSTRUCTION FOR

STRUGGLING YOUNG ESL READERS: A REVIEW ON BENEFITS AND LIMITATIONS.

4. 8-15.

Kart, A. N. (2021). Systematic Review of Studies on Visual Phonics. Communication

Disorders Quarterly, 15257401211024536.

Johnson, A. P. (2017). Approaches to Phonics Instruction.

Hmeadat, S. R., & Yunus, K. B. The EFL Teacher’s Attitudes and Perspectives Toward

the Synthetic Phonics for Helping First Graders Improve Reading Performance in Jordan. A

Qualitative Design.

Rijthoven, R., Kleemans, T., Segers, E., & Verhoeven, L. (2021). Semantics impacts

response to phonics through spelling intervention in children with dyslexia. Annals of Dyslexia,

1-20.

Alias, N., DeWitt, D., Mohd Khir, R. J., Jamaludin, K. A., & Kenayathula, H. B. (2016).

The effectiveness of synthetic phonics in the development of early reading skills among

struggling young ESL readers. School Effectiveness and School Improvement, 27(3), 455-470.

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