![]() Some critics suggest that systematic phonics is "skill and drill" with little attention to meaning. The National Reading Panel in the United States concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. Some recommend 20–30 minutes of daily phonics instruction in grades K–2, about 200 hours. In addition, researchers say that "the phonological pathway is an essential component of skilled reading" and "for most children it requires instruction, hence phonics". However, the Department of Education in England says children should practise phonics by reading books consistent with their developing phonic knowledge and skill and, at the same time they should hear, share and discuss "a wide range of high-quality books to develop a love of reading and broaden their vocabulary". Some phonics critics suggest that learning phonics prevents children from reading "real books". sublexical), it is often contrasted with whole language (a word-level-up philosophy for teaching reading) and a compromise approach called balanced literacy (the attempt to combine whole language and phonics). Since phonics focuses on the sounds and letters within words (i.e. Reading by using phonics is often referred to as decoding words, sounding-out words or using print-to-sound relationships. having students read books, play games and perform activities that contain the sounds they are learning. ![]() bl as in black and st as in la st), or syllables (e.g., pen-cil and al-pha-bet), or learning the sounds of letters or groups of letters, at the word level, such as similar sounds (e.g., cat, can, call), or rimes (e.g., h at, m at and s at have the same rime, " at"), or consonant blends (also consonant clusters in linguistics) (e.g.the word cat has three letters and three sounds c - a - t, (in IPA: / k/, / æ/, / t/), whereas the word flower has six letters but four sounds: f - l - ow - er, (IPA / f/, / l/, / aʊ/, / ər/), or learning individual sounds and their corresponding letters (e.g.Phonics is taught using a variety of approaches, for example: For more about phonics as it applies to British English, see Synthetic phonics, a method by which the student learns the sounds represented by letters and letter combinations, and blends these sounds to pronounce words. While the principles of phonics generally apply regardless of the language or region, the examples in this article are from General American English pronunciation. In English, this is also known as the alphabetic principle or the alphabetic code. It is done by demonstrating the relationship between the sounds of the spoken language ( phonemes), and the letters or groups of letters ( graphemes) or syllables of the written language. Phonics is a method for teaching people how to read and write an alphabetic language (such as English or Russian). For the distinction between, / / and ⟨ ⟩, see IPA § Brackets and transcription delimiters. For an introductory guide on IPA symbols, see Help:IPA. This article contains phonetic transcriptions in the International Phonetic Alphabet (IPA). Children should practise phonics by reading books consistent with their developing phonic knowledge and skill and, at the same time they should hear, share and discuss "a wide range of high-quality books to develop a love of reading and broaden their vocabulary" - National curriculum in England, 2014.
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