How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms

Edelen-Smith, Patricia

doi:10.1177/105345129703300206

Cited by 4 publications

(2 citation statements)

References 20 publications

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“…Edelen -Smith (1999, cited in Hamilton, 2007 suggests exposing students to word play through the use of literature that deals playfully with speech sounds through rhymes. Utilizing literature that is interesting to students can be used to increase their awareness that words are made up of individual speech sounds, and that those sounds can be produced in isolation.…”

Section: Methodsmentioning

confidence: 99%

Using phonics as a method of teaching reading in basic schools

Inusah

2016

JED-P

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This study examines the use of phonics as a method of teaching reading in basic schools within the framework of generative phonology proposed by Chomsky and Halle (1968) in the Sound Pattern of English (SPE) as discussed in Hawkins (1992).The study aims at describing the patterns of phonic sounds with the application of phonological rules. It describes naturally occurring phenomena (phonemes) without experimental manipulation. The data which is collected from some existing data onphonic teaching and learning and used in this paper are from both verbal and written sources. Participants selected include teachers (T), teacher-trainees (TT) and pupils (P). The study shows the relationship between phonic symbols and letters of thealphabet in English. It attempts to present consonants and vowels occurring in wordinitial, word-medial and word-final positions in English as the major sounds in the English language. Based on the synchronic data available, the paper hypothesizesthat the voiceless dental fricative /0/ and the voiced dental fricative /6/ are the difficult sounds that are not easily pronounced in English words by the LI learner in Ghana. The study, therefore, suggests that both teachers and teacher-trainees shouldhave some knowledge in phonic sounds, and that an introduction to phonetics and phonology should be considered as a course in the Colleges of Education.

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Section: Methodsmentioning

confidence: 99%

Using phonics as a method of teaching reading in basic schools

Inusah

2016

JED-P

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“…Franklin spends a few minutes each day in PA activities. She knows that effective PA instruction can be brief (e.g., 15 minutes a day; Edelen‐Smith, 1997) and systematic (e.g., Culatta & Hall, 2006) and is effective when connections are made between writing and reading. Hence, Ms. Franklin draws attention to rhyming words, syllables, onsets/rimes, and phonemes while reading.…”

Section: Addressing Sounds In Writing and Readingmentioning

confidence: 99%

Building a Bridge: Writing and Reading Connections in Early Childhood

Quinn¹,

Philippakos²

2023

The Reading Teacher

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Reading and writing are essential components of literacy. Children's initial preschool experiences with literacy set important foundations for later school success. Instruction that can create a bridge between reading and writing to support children's developing understandings in both these areas of literacy has powerful implications for their literacy growth. This teaching and learning in action guide explores meaningful connections between reading and writing by examining the way in which one prekindergarten teacher supports children's reading–writing skills across various components of written language (i.e., sounds, letters, words, sentences, and content) and within various instructional contexts (centers, small groups, large group/read‐aloud). This article shares research‐based approaches in the context of specific examples in which the focal teacher fosters meaningful reading and writing connections using two key read‐alouds as starting points. How do we make reading–writing connections in preschool across contexts and learning experiences to support children's literacy in meaningful, engaging, and developmentally appropriate ways and make connections visible to children? What high‐quality reading and writing experiences influence preschoolers' engagement in activities? What ways are reading and writing addressed in your classroom across various instructional contexts (i.e., whole group, small group, centers)?

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The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders

Alhumsi¹

2021

The Journal of AsiaTEFL

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The aim of this paper is to investigate the influence of using the Interactive Whiteboard on phonemic awareness instruction among EFL first graders. For this study, a word recognition test was used as the research instrument. Pre-test, post-test, and delayed-word recognition were administered to 48 first graders, aged 7 on average, to both the experimental and control groups. The experimental group received the treatment for four weeks using IWB, whereas the control group was taught using the chalkboard. Paired sample t-test, independent sample t-test and one-way ANOVA were employed to analyse the data. The findings showed a significant difference in word recognition test scores in favor of the experimental group test (t = 2.50, p < .05). The mean score of the experimental group was better than that of the control group. The current study proposes some pedagogical implications for curriculum designers and concludes with recommendations and further studies on intervention programs.

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How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms

Cited by 4 publications

References 20 publications

Using phonics as a method of teaching reading in basic schools

Using phonics as a method of teaching reading in basic schools

Building a Bridge: Writing and Reading Connections in Early Childhood

The Impact of Using the Interactive Whiteboard on Phonemic Awareness Instruction among EFL First Graders

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