The Impact of Phonics Instruction on Pre-school Learners' Development in English Language Course

Ren, Huanhuan; Ma, Chunyan

doi:10.2991/emcm-16.2017.131

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…Implementasi metode fonik ini sebenarnya sudah ada sejak dulu dan hingga saat ini masih menjadi salah satu metode alternatif dalam pembelajaran Bahasa Inggris pada anak usia dini. Manfaat dari pengenalan fonik dalam pembelajaran Bahasa Inggris bagi anak usia dini adalah perkembangan bahasa, seperti pengucapan kata, pengejaan yang tepat, pembendaharaan kata yang berkembang, dan kemampuan membacanya pun akan berkembang dengan baik (Ren and Ma, 2017).…”

Section: Pendahuluanunclassified

“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

Westhisi¹

2020

Al-ATHFAL J EDUC CHILD

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Speech delay becomes a phenomenon for children such as in English pre-reading instruction for non-native English speaker, thus it is needed a proper method for them. This study aims to identify the implementation of phonics method that used in an English pre-reading instruction for a child with speech delay. This study uses a case study which involves one teacher and one child with speech delay. The data obtained by interviewing a teacher and parents, observing the child, and identifying lesson plans. Thematic analysis is used to determine relevant themes of the topic. The results show each instruction has one objective, focuses on letters’ sound and spelling spelling two up to four sounds of a word, and a child could utter words clearly. Additionally, interactions with peers encourage a child to be competitive and enthusiastic. Furthermore, phonics method might be an alternative method for children with speech delay to acquire English pre-reading skills, especially in Early Childhood Education (ECE).

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Section: Pendahuluanunclassified

“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

Westhisi¹

2020

Al-ATHFAL J EDUC CHILD

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“…Initially, since the children did not know how to read and were unable to utter a single word, the researchers decided to begin teaching the children with the letter sounds or phonics. Phonics is an integral aspect of language learning because it allows learners to understand the connection between letter type and speech tone, which leads to language literacy (Ren & Ma, 2017). Also, learning more about phonics assists learners to read more quickly and recite what they've just read out (Carley, 2018).…”

Section: Discussionmentioning

confidence: 99%

Learning by Doing Intervention: Addressing Phonological Difficulties of Children through Audiolingual Method and Total Physical Response

Romupal

Rubio

Toquero

2021

Elsya

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Phonological awareness is a critical skill that children must master during the early foundations of literacy. It is considered a highly accurate predictor of a child’s success in learning to read. However, at the expected age, there are cases in which children have not developed phonological awareness that consequently result in poor reading skills. This case study sought to determine the alphabet knowledge of two seven-year-old children and address their difficulties in phonological awareness through the alphabetic code. The researchers conducted ten sessions of phonological interventions to children with identified language learning difficulties in reading. The data analysis and collection process included curriculum document reviews, diagnostic assessments, phonological interventions, and evaluation. Diagnostic results indicated that the children have difficulties in letter recognition of Consonant-Vowel-Consonant (CVC) patterns, blending, and segmentation of phonemes. However, anchoring on the principles of learning-by-doing delivered through oral-situational as a core language approach, the interventions in this case study were found effective for phonics instruction. The audio-lingual method and the total physical response in learning phonics, or letter sounds, activated children’s basic phonological skills. Repetition, drilling, memorisation and performing language or vocabulary concepts using physical movement to react to verbal input can lessen the phonological difficulties of children. In light of the current global situation, no previous studies have applied a case study utilizing both audiolingualism and total physical response to address the phonological issues of non-readers. Hence, this study offers scientific and pedagogical implications.

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“…There is a global trend toward the incorporation of phonics in EFL instruction among young English language learners [1]. It's suggested that that young EFL learners are shown the ability to learn a foreign language, and phonics are supposed to be taught systematically as part of a balanced and integrated English language program among EFL learners including Chinese young children [2]. How much do you know about the effectiveness and efficiency of phonics learning among Chinese school-age children?…”

Section: Introductionmentioning

confidence: 99%

The Main Channels of English Phonics Learning among Chinese School-age Children

Ren¹,

Ma²

2018

Proceedings of the 2018 8th International Conference on Social Science and Education Research (SSER 2018)

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It's known that phonics is an important part of literacy instruction for native speakers. However, it's argued that problems of English phonics learning among Chinese school-age children lie in three areas of phonic learning, namely, less emphasis on phonics learning, mixed extra-curriculum training programs and overwhelming learning resources. The main channels of English phonics learning among Chinese school-age children are found in a wealth of forms: interactive Apps in smart devices, multi ROMs and videos, phonics-focused animated cartoons, series of phonics textbooks, picture books and leveled books, and courses provided by language training schools. It's hoped that this research provides a useful reference for future phonics instruction and learning practice among young English language students in China.

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The Impact of Phonics Instruction on Pre-school Learners' Development in English Language Course

Cited by 4 publications

References 3 publications

“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

“Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

Learning by Doing Intervention: Addressing Phonological Difficulties of Children through Audiolingual Method and Total Physical Response

The Main Channels of English Phonics Learning among Chinese School-age Children

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