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The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
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The dramatic impact of explicit instruction on learning to read in a new writing system ...
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Neurocognitive Predictors of Response to Intervention With GraphoGame Rime ...
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The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language
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In: Canadian Journal of Education/Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Winter 2021 | Hiver 2021; 1024-1050 ; Revue canadienne de l'éducation; Vol. 44 No. 4 (2021): Hiver 2021; 1024-1050 ; 1918-5979 ; 0380-2361 (2021)
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SOUNDS OF EMERGENCE: THE PEDAGOGY OF LANGUAGE AND LITERACY CON-CEPTS AND STRATEGIES IN AN EARLY LEARNING PROGRAM
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In: Middle and Secondary Education Dissertations (2021)
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Abstract:
The purpose of this research study was to examine language and literacy (L&L) concepts and strategies in a state-funded, early learning program. Within this context, the study focused on the pedagogy of early learning educators (ELEs) regarding phonological awareness (PhAw) and phonics as L&L concepts and the integration of performance arts (i.e., music, dance, lyricism, and theater) as L&L strategies. In addition, ELEs’ motivations to teach and students’ engagement in L&L lessons were also of interest in this study. Regarding methodology, the study utilized content and thematic analyses within a qualitative design and four different data sources were collected: ELE interviews (primary), The Creative Curriculum – Literacy (Heroman & Jones, 2010) used by the early learning program, ELE lesson plans, and state early learning standards. Much of the research literature supports phonological awareness, phonics, and performance arts in L&L instruction. However, this study focused on the ELEs’ experiences with and impressions of L&L concepts and strategies along with their motivations to teach and their students’ engagement with L&L content and strategies. The aim of this study was to find if there was a bridge between L&L theories and L&L practices; that is to say, were the notions of L&L theorists and researchers operationalized by L&L practitioners (i.e., ELEs)? From content and thematic analyses, seven themes were found, which included: the PhAw, phonics, and rhyme as important pedagogical content; the power of using student names; confusing and unsurety regarding language and literacy concepts; the need for more phonics and/or PhAw training for teachers; performing arts (music, dance, lyricism, and theater) as pedagogical strategies; multimodal, comprehensive literacy experience; multi-causal catalyzation of teacher motivation. I found that while there is room for improvement regarding the participant ELEs’ understanding and implementation of L&L concepts and strategies, they were in fact utilizing a substantial amount of theoretically proven L&L practices. In addition, the ELEs were highly motivated to teach L&L principles and their students were equally engaged in their L&L lessons. There were a few implications that resulted from the study. First, rich L&L training programs and resources should be encouraged and implemented, particularly in the areas of the PhAw, phonics, and performing arts. Second, richer pedagogical provisions in the form of resources should be offered to early learning educators regarding the PhAw, phonics, performing arts. The study concluded that a balance should be struck between two assumed dichotomous notions in relation to L&L: theory and practice as well as art and science. In addition, the value of fun and excitement in early learning pedagogy cannot have been overstated and must be fostered.
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Keyword:
Early Learning; Language and Literacy; Literacy Development; Performing Arts; Phonics (Continuum); Phonological Awareness (Continuum)
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URL: https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1121&context=mse_diss
https://scholarworks.gsu.edu/mse_diss/113
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Using phonics to develop the emergent English literacy skills of Spanish learners ; El uso del método fónico para desarrollar la alfabetización emergente en inglés de alumnos españoles
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Integrating Kinesthetic Learning Activities to Phonics Learning
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Using phonics to develop the emergent English literacy skills of Spanish learners
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 111-128 (2021)
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The Efficacy of a Computer Program for Increasing Phonemic Awareness and Decoding Skills in a Primary School Setting for Children with Reading Difficulties
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In: Australian Journal of Teacher Education (2020)
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自然發音與詞彙教學對高中生單字及搭配詞學習成效之研究 ; The Effects of Phonics and Lexical Approach on Senior High School Students’ Vocabulary and Collocation Knowledge
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An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers ...
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An Evaluation of the Efficacy of GraphoGame Rime for Promoting English Phonics Knowledge in Poor Readers
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Effects of the "Write Sounds" Program on Handwriting and Phonics Skills
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In: Public Access Theses, Dissertations, and Student Research from the College of Education and Human Sciences (2020)
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Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice
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Jensen, Helen Faith. - : Edith Cowan University, Research Online, Perth, Western Australia, 2019
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In: Theses: Doctorates and Masters (2019)
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The effects of phonics instruction: letters and sounds on decoding and blending skills of Thai grade 3 students ...
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The Effects of a Systematic Tier 2 Intervention on Kindergartners' Dibels Benchmarks
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In: Doctoral Dissertations and Projects (2019)
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The Impact of Raising Phonological Awareness and Phonics to Improve Reading and Spelling Skills
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Guide to developing an alphabet learning book using the Two-Track Method
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