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Essay / Research Paper Abstract
A paper which compares these two methods of teaching literacy, with particular reference to the work of Johnston and Watson, and considers its relevance to the teaching of adult dyslexics. Bibliography lists 8 sources
Page Count:
10 pages (~225 words per page)
File: JL5_JL2phoni.rtf
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Unformatted sample text from the term paper:
one most widely used in the teaching of literacy, as the National Literacy Trust (2004) points out, not only is the field of phonics itself somewhat diverse, there is some
confusion as to which of the various approaches is the most effective, and as to the differences between them. As they explain, analytic phonics uses onset and rime, and emphasises
the beginnings and endings of words. This relates the whole to the part, through encouraging the student to break words down into their component parts as opposed to building them
up. They note that this system is based on research by authors such as Bryant and Goswami (1990) and Dombey et al (1998) and point out that the National Literacy
Strategy takes this as its starting-point.
However, they also make the point that the DfEE does not acknowledge this as correct, since they assert that the National Literacy Strategy is in fact based on synthetic phonics,
which relies on the "explicit and systematic teaching of phonics, that is the segmentation and blending of sounds in words. (DfEE, 1999, cited by the NLT 2004). The NLT
quotes a previous Director, John Stannard, as saying that the essential elements of teaching literacy involve the identification and blending of sounds (in reading) and the segmenting and spelling of
sounds (in writing) and that it is comparatively unimportant whether this is labelled as analytical or synthetic. The important aspect is that students are aware of the phonic code and
that they can apply it effectively. (Stannard, cited by the NLT, 2004).
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