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Essay / Research Paper Abstract
This 5 page paper considers the evidence for and against the role of phonological skills helping children to learn to read and spell. The paper includes work by Bradley and Bryant as well as studies that consider those comparisons between those learning alphabetical and logographic languages. The bibliography cites 5 sources.
Page Count:
5 pages (~225 words per page)
File: TS14_TEphonol.rtf
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Unformatted sample text from the term paper:
and conjecture. Phonological skills and methods in teaching children to speak, read and spell are one of the more controversial areas of study when considering if and how they may
help a child to develop. Bryant and his colleagues at Oxford University have been carrying out vast researches into this topic.
It is as a result of this work studies have opened up the ideas audiences on a global scale (Goswami and Bryant, 1990, Bryant and Bradley, 1985). Findings have
been used in mixed manners, unfortunately some in a negatives manner. Bryants argues that the fundamental process of phonological awareness and understanding
can aid with learning. He has shown there three simple approaches of breaking words into their constituent sounds; providing three forms of phonological understanding (Hayes and Orrell, 1998).
Firstly, words can be split into syllables, many linguistics and this includes young children have little or no trouble in carrying out this
simple task. For example words such as Daddy, bungalow and magnificent can then be broken into two, three or four syllables (Hayes and Orrell, 1998). In this way it can
be debated that the understanding of the use and type of any phonological skill is an early process within children as they develop the process of reading and spelling (Hayes
and Orrell, 1998). Secondly, the words can also be divided into another form of phonological process, this is by use of phonemes.
In this way the word is broken up into its smallest fraction of words. For example, in taking the word dog this word has three phonemes these are D-O-G. Furthermore,
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