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.
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.
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.
Blending Sounds into Words
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