Phonics has been in education for many years in various countries throughout the world. In many countries it is now becoming the latest word in schools. Teachers and parents are adding phonics to their method of teaching literacy to children. However, it is the method of Synthetic Phonics, which has recently gained so much attention. So what is Synthetic Phonics and how does it help with the acquisition of reading and writing?
Synthetic Phonics involves learning the sounds heard in the English language but most importantly it also shows how to use these sounds for the skills of reading and writing. The English language is made up of approximately 42 principal sounds. Once children learn to hear these sounds in words and represent them with letter symbols, they are well on their way to understanding the nature of the English language. The children learn how to utilize their knowledge of sounds by blending the sounds together to create a word. In fact, they are beginning to 'crack the code' of the English language.
It is important to remember that phonics does not involve learning simply the letter names of the alphabet. Instead, we must remember that synthetic phonics means learning the sounds of the English language. For example, the word rain has four letters but only three sounds: r–ai–n. When reading and writing this word, children concentrate on listening for the three sequential sounds in this word. Once children learn how to hear sounds in sequence in words and can represent these sounds with symbols then reading and writing can occur quite smoothly.
In order for phonics instruction to be effective, teachers and parents need to think in sounds and train children to hear these sounds. A good phonics program deals with teaching children more than just the 26 letter sounds of the alphabet. A good phonics program looks at the 42 principal sounds and shows that words are made up of a sequence of sounds. A good phonics program also looks at how these sounds can be utilized to read words by blending sounds together ('c-a-t': cat) and to write words by segmenting words in the sequence of sounds (bag : 'b-a-g').
The inclusion of phonics in education places an emphasis on word attack skills rather than expecting children to learn thousands of words by memory. Teachers who follow a phonics approach to reading and writing believe that it is much quicker and easier to learn 42 sounds rather than thousands of words by sight. In fact, the children do not need to rely heavily on their memory recall, as they will be able to use their sounds together with the skill of blending to read words for themselves.
Once children learn sounds and learn how to blend them together they will be able to read approximately 80% of the words in the English language. The other words that do not follow a phonetic pattern are simply learned by memory. But there are not many of these words.
Throughout the world many schools, nurseries, kindergartens and learning centres are beginning to adopt the teaching of synthetic phonics as part of their English literacy program. The results speak for themselves. During our visits to Kindergartens in Malaysia, Hong Kong, Singapore, South Korea, Taiwan and the UK, we witnessed children learning to crack the code of English. It was amazing to see children reading, using the skill of blending the 42 principle sounds heard in the English language. They were reading.
Many schools throughout Australia are also integrating a synthetic phonics approach into their existing literacy program. The skill of blending as an additional reading strategy has been most effective and the skill of segmenting words as part of a spelling approach has assisted many children with their spelling skills.
It is important to remember however, that phonics should not be treated in isolation when teaching the skills of reading and writing. Phonics itself is a great tool for developing the foundation to an effective reading strategy, however comprehension is also vital in order for true reading to occur.
There are many phonics programs that have been devised for teachers to utilize. It is important to carefully choose a phonics program that is simple, easily understood by the children and effectively teaches the 42 principle sounds of the English language. Jolly Phonics is one such program as it follows a multi-sensory approach as a means of giving the children an awareness of these 42 sounds. The program gives children the necessary tools for reading and writing English in a way that is fun and successful. It is also a comprehensive reading and writing program as it recognises that some words are tricky and need to be memorised. Jolly Phonics also focuses on spelling and grammar in the next stage of the program.
Six Simple Activities to Develop an Awareness of Sounds
Break down words in sounds not letter names. For example: r–ai–n, sh–i–p, b-ea–ch
As you can see, the words are broken down into the sounds we hear when we say the words. Each word contains 3 sounds even though there are more than 3 letters. Remember to have a picture to correspond with each word.
Two pictures are shown (no print), for example: a hat and a ship.
Segment the words into the sounds in sequence (h-a-t; sh-i-p).
Say to your child: "Which one is the sh-i-p?"
Repeat this activity with a variety of pictures. Make sure they do not contain more than 3 or 4 sounds to begin with.
Clap the sounds in words with your child. Three claps mean three sounds (eg. f–i-sh ); four claps mean four sounds (eg. f-r-o-g ). Say the sounds as you clap:
f - i - sh f - r - o - g
x - x - x x - x - x - x
Allow your child to blend the sounds together to recreate the spoken word.
Play 'I Spy'. Children try and guess something in the room that begins with a particular sound.
Play with words. Change the first sound of a word and add a new sound to create a new word. For example, tin... lets take the 't' away and put a 'f'. What do we have now? ... lets take the 'f' away and put a 'b'. What do we have now? Remember, we are talking in sounds not letter names and the children are listening to the sounds in the word.
Create a table of objects containing a particular sound. For example 's'. Objects chosen can have this sound at the beginning, middle or end of the word. Objects can include, glasses, bus, scissors and sock.
