The kind of teaching that is done and the time that teaching is done also affects the rate and quality of learning or literacy acquisition that will take place. Reading acquisition is one of the most important literacy components that take place in people. As far reading instructions are concerned, it has been argued that the acquisition process becomes more effective and efficient when it is done at the very early stages of a child’s learning career. It has also been said that the type of learning intervention that is used by trainees or teachers in teaching reading instructions is also very instrumental in determining the success rate of the learning process. Because these assertions are generalized, the present research paper is dedicated to critically analyzing; by comparing and combing existing works of research to draw valid conclusions on the acquisition of early reading instructions with focus on phonemic awareness. The meta-analysis shall be done using eight existing recent research based studies. The contents of these research works shall be put together in four major themes as discussed below. The use of Scaffolding as a teaching Intervention Two of the research based literatures were thematically captioned to touch on the use of scaffolding as an intervention to teach phonetic awareness. These were research works from Lea et al (2009) and Shayne et al (2010). Whereas Lea et al (2009) sees scaffolding as a teacher-based approach to teaching phonetic awareness, Shayne et al (2010) sees scaffolding as a student based approach. Both researchers however agree that scaffolding is used in such a way that the teaching of phonetic awareness is taken from the student’s perspective whereby the teacher undertakes the teaching process from a point where student lacks the acquisition of a particular phonetic skill. The actual scaffolding takes place in the form of provision of series of guidance to students in developing the phonetic awareness of a particular sound (Lea, 2009). The intervention is thus called scaffolding because the teacher unfolds the learning process through a series of steps or processes (Shayne, 2010). In the various researches, it was found that one of the commonest ways in which kindergarten children learned phonetics was to isolate the sounds in a word, especially the first sound. It was therefore necessary that teachers taught phonemic awareness through the teaching of individual sounds of letters rather than combining them at a very early stage of language acquisition. Effect of phonetic awareness on English reading in non-English children Two other researchers found in their research works that the basis of English reading acquisition was phonetic awareness (Yeung et al, 2012 and Ryder et al, 2007). This means that for children to effectively acquire English reading skills, they needed to have a very good basis in phonemic awareness. According to Yeung et al (2012), phonemic awareness is the single most effective way to attempt to pronounce or spell any new English word. Consequently, Ryder et al (2010) hold the opinion that for effective reading to take place among new readers, it is important that the learner gets an idea about as many phonetic sounds of letters as possible. This way, the pronunciation of new words will be attempted by the sounds and pronunciation of already known letters. Consequently, the researchers lay emphasis on learning from the known to the unknown using phonemic awareness. Indeed, the researcher were quick to criticize other
EARLY LITERACY INSTRUCTION Overview One of the uniqueness of humankind that sets him apart from other animate creatures is the ability to acquire literature (Doniger, 1999). It is however important to note that this acquisition does not happen by chance or accident…
According to the study conducted through the eyes of children, the world appears as an awesome place and thus children should be allowed to discover as well as explore their world. Every corner has experiences lying in wait to excite as well s surprise the young growing minds of children and all they require is some little direction and large quantities of freedom.
As seen in the compilation below, special emphasis has been laid on the development of programs for adults, children and families at the community levels. Various measures have been taken to develop their vocabulary, reading, writing and numerical skills.
The children will learn that the letters they learned in earlier grades will form words and from the new words they learn will tell a story. To be more exact the children will learn word formation, word recognition skills through the use of Phonics and Literature.
The four blocks consists of guided reading, self – direct reading, working with words and writing. The development begins with creating a desire to read and write by creating the right environment and providing materials and tools which enhance the needs of children.
Investigations have indicated that learning materials should be prepared for all kinds of students, all learning strategies and not just the teachers’ style of teaching. The application of these resources poses challenges during the learning process, and it is important to determine the effects of these resources in the learning process.
According to the report students join the secondary schools without mastering the literacy content. This could be lack of proper language and literacy development during the early years. There are several factors that affect proper development of language and literacy in early learners such as socioeconomic status.
This paper provides an overview of Aesthetics in Early Childhood education in general, and in particular, it explores children’s music teaching and learning, children’s visual aid, and children’s role-play. The paper pays a special attention to the relationship between technology instruments and the three critical early childhood education activities, namely music teaching and learning, visual aids, and children’s role-play in early child hood education.
This paper seeks to provide insight into the way in which education to foster media literacy can promote critical thinking and enhanced participation of youths in the modern media culture. The research primarily focuses on how first person documentaries can not only be utilized as media to convey messages, but also as tools for enhancing media literacy.
One of the efforts or mechanisms that need to be put in place to make the acquisition of literacy possible is teaching (quote). The kind of teaching that is done and the time that teaching is done also affects