Case Study 1 Instructions
After reading the case study below, compose a 250–300 word response using proper grammar, spelling, and mechanics. Present your findings in one Word Document using in-text citations with your references cited at the end of the page. Each alternative approach described must be found in the course textbook and referenced; identifying the page number or section number that discusses each approach within your paragraph.
Case Study:
You have a student who is struggling with your synthetic approach to teaching phonics. Starting in Ch. 6 on page 153, Section 6-5, your textbook gives you several different Approaches and Guidelines for Teaching Phonics. Explain 2 alternative approaches to phonics instruction that you could use to help this student instead of using only the Synthetic Approach. You need to describe two specific approaches with examples. Avoid discussing “Specific Teaching Strategies” described in Section 6-6.
Examples:
Working with Consonant Sounds
You can help students avoid the distortion of consonant sounds that results from trying to isolate these sounds when decoding unfamiliar words. First have them isolate the vowel sound and produce it. Then have them blend the initial consonant or consonant cluster with that vowel sound. Finally, have them blend the remaining consonants at the end of the word with the chunk that has already been pronounced.
For example, if band is the unfamiliar word, the sound of the letter b is not easy to isolate without distortion. Therefore, the student would isolate the vowel sound (a) and pronounce it, then blend the initial consonant b with the a (say ba), and finally blend the consonant blend nd with the onset vowel chunk (ba) to produce the complete word band.
In this synthetic approach, children are sometimes asked to pronounce nonsense syllables because these syllables will appear later in written materials as word parts. Reading words in context does not generally occur until these steps have been repeatedly carried out and the children have developed a moderate stock of words.
Although blending ability is a key factor in the success of a synthetic phonics approach, many commercial materials for reading instruction give little attention to its development. Research indicates that children must master both segmentation of words into their component sounds and blending before they are able to apply phonics skills to the decoding of unknown words, and that the ability to segment is a prerequisite for successful blending. Research also indicates that a teacher cannot assume children will automatically transfer the skills that they have been taught to unknown words. Direct instruction for transfer is needed to ensure that it will occur (Johnson and Baumann, 1984). “Putting It into Practice: Segmenting and Blending Words” presents some activities that you can use to help children learn to segment words and blend sounds.
Putting It into Practice
Segmenting and Blending Words
You can use activities such as the following to help students learn and practice segmenting words into separate phonemes and blending phonemes into words.
Segmenting Words
Blending Sounds into Words
In the case study, we encounter a student who is struggling with the synthetic approach to teaching phonics. To better support this student, we can explore alternative approaches outlined in the textbook. Two alternative approaches to phonics instruction that can be used are the analogy approach and the analytic approach (Chapter 6, Section 6-5).
The analogy approach focuses on using familiar words and word patterns to help students decode unfamiliar words. By drawing connections between known words and new words, students can apply their existing knowledge to decipher new words. For example, if a student is encountering the word “cat,” the teacher can highlight that the word “bat” follows a similar pattern and share that the only difference is the initial consonant sound. This approach helps students transfer their knowledge of known words to decode unfamiliar words, promoting reading fluency and word recognition.
The analytic approach, on the other hand, involves examining whole words or word parts to identify patterns and phonetic elements. Students analyze the structure of words and focus on recognizing common prefixes, suffixes, and root words. By understanding the meaning and function of these word elements, students can decode and understand unfamiliar words. For instance, when encountering the word “unhappy,” the teacher can break it down into “un-” (a prefix meaning not) and “happy,” helping students understand the meaning of the word based on its parts. This approach enhances students’ vocabulary development and comprehension skills.
Both the analogy and analytic approaches offer effective alternatives to the synthetic approach for teaching phonics. By incorporating these methods, teachers can provide diverse strategies that cater to the learning needs of different students. The analogy approach facilitates word recognition through familiar word patterns, while the analytic approach enhances vocabulary and comprehension by focusing on word parts and meaning.
In conclusion, when students struggle with the synthetic approach to teaching phonics, alternative approaches such as the analogy and analytic approaches can be employed to support their learning. These approaches provide students with additional tools to decode unfamiliar words and enhance their overall reading skills. By incorporating multiple approaches, educators can create a comprehensive phonics instruction that addresses the diverse learning needs of students.
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