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Theoretical Review of Phonics Instruction for Struggling/ Beginning Readers of English |
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| รหัสดีโอไอ | |
| Creator | Pragasit Sitthitikul |
| Title | Theoretical Review of Phonics Instruction for Struggling/ Beginning Readers of English |
| Publisher | สถาบันภาษา จุฬาลงกรณ์มหาวิทยาลัย |
| Publication Year | 2557 |
| Journal Title | PASAA : a journal of language teaching and learning |
| Journal Vol. | 48 |
| Page no. | 113_126 |
| Keyword | phonics instruction,struggling/beginningreaders,phonemic awareness,phonological awareness |
| ISSN | 2287-0024 |
| Abstract | Learning to read is a complex task forbeginners of English. They must coordinate manycognitive processes to read accurately and fluently,including recognizing words, constructing themeanings of sentences and text, and retaining theinformation read in memory. An essential part of theprocess for beginners involves learning the alphabeticsystem, including, letter-sound correspondences andspelling patterns, and learning how to apply thisknowledge in their reading (National Reading Panel,2000). Systematic phonics instruction is a way ofteaching reading that stresses the acquisition ofletter-sound correspondences and their use to readand spell words (Harris & Hodges, 1995). Althoughphonics instruction is primarily designed for L1beginners in the primary grades and for childrenhaving difficulty learning to read, it can be applied toL2 learners to make use of sound-symbol,vocabulary, and meaning to decode and comprehendtexts (Bernhardt, 2000). This paper reviews criticalnotions in regard to phonics instruction in order to provide sufficient background information for thosenew in this topic. Some useful pedagogical instructionsare also presented, which could be applied to L2learners. |
