The Balanced Literacy Approach: Enhancing phonemic awareness of young Thai EFL students

2013 ◽  
Author(s):  
Sarunya Tarat ◽  
Usaporn Sucaromana ◽  
Sririnan Srinaowaratt
Keyword(s):  
Phonemic Awareness ◽  
Balanced Literacy ◽  
Efl Students ◽  
Balanced Literacy Approach

Re-evaluating the Significance of Phonemic Awareness and Phonics in Literacy Teaching: The Shared Role of School Counsellors and Teachers

2008 ◽  
Vol 18 (2) ◽  
pp. 89-105 ◽  
Author(s):  
Julie Wilson ◽  
Susan Colmar
Keyword(s):  
Early Literacy ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Theoretical Models ◽  
Balanced Literacy ◽  
Literacy Education ◽  
Literacy Programs ◽  
Reading Processes ◽  
School Counsellors

AbstractThis article examines recent research and developments relating to the role of phonemic awareness and phonics in early literacy education and the relevance of these findings for school counsellors and teachers. It defines and reviews the role of phonemic awareness and phonics in theoretical models of reading processes, including whole-language, code-based and balanced literacy programs, to determine the varying degrees of significance attributed to these components in early reading instruction. It critically reviews recent national and international government research, reports and recommendations to examine how phonemic awareness and phonics are conceptualised and translated into educational policy. In doing so, the article highlights the need for establishing a comprehensive and explicit theoretical and practical framework for the teaching of phonemic awareness and phonics, and a thorough analysis of the range of traditional and contemporary methods of teaching phonemic awareness and phonics in the classroom. The importance of school counsellors having a greater understanding of research about contemporary best practices in literacy education, and a key role, in partnership with teachers, in ensuring such knowledge is put into practice, is emphasised.

scholarly journals THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION

2020 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Mohammad Husam Mohammad Alhumsi
Keyword(s):  
Word Recognition ◽  
Phonemic Awareness ◽  
First Graders ◽  
Literacy Skills ◽  
Emergent Readers ◽  
Structured Interviews ◽  
Reading Success ◽  
Efl Students ◽  
The Impact ◽  
Positive Support

Research has considered phonemic awareness skill as effective pillar in acquiring literacy skills. This skill has been identified as prerequisite for reading success However, little is known about the phonemic awarenessinstruction of Jordanian EFL emergent readers. This study therefore explored the impact of phonemic awareness instruction on word recognition among Jordanian EFL emergent readers.In this study, the research instrument was semi-structured interviews. Seven EFL students of emergent readers were interviewed. They were all first graders aged 7 years on average. Data were analyzed using content analysis. The findings indicated that there is a lack of knowledge or misunderstanding between the term of phonics and phonemic awareness as well. It has been also found that emergent readers’ views show positive support towards the use of phonemic awareness skill. At the end of the study, some pedagogical implications for curriculum designers as well as English teachers were provided accordingly.

Balancing Literacies

2021 ◽  
pp. 86-120
Author(s):  
Laurie Rabinowitz ◽  
Amy Tondreau
Keyword(s):  
Elementary School ◽  
Phonemic Awareness ◽  
Universal Design For Learning ◽  
Balanced Literacy ◽  
Theoretical Background ◽  
Learning Needs ◽  
Theoretical Frameworks ◽  
Culturally Sustaining Pedagogy ◽  
Design For Learning ◽  
The Individual

This chapter outlines an approach to whole learner education in an elementary school literacy classroom by building upon the work of scholars in Disability Studies in Education (DSE) and Culturally Sustaining Pedagogy (CSP). It begins by introducing the connections between whole learner education, DSE, Universal Design for Learning (UDL), and CSP, demonstrating how these theoretical frameworks overlap and how they can be used in tandem to enhance the work already done in each field. After providing this theoretical background, the chapter outlines the components of a balanced literacy block in a third grade classroom, demonstrating how elementary school educators can work to meet the individual learning needs of developing readers in the various areas of balanced literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension), while also attending to student identities and making instruction accessible to students with learning variations.

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