Phonology reading Essay Example for Free

Phonology reading Essay 1. I hereby certify that I am the author of the attached item of coursework and that all materials from reference sources have been properly acknowledged. 2. I understand what plagiarism is and what penalties may be imposed on students found guilty of plagiarism. 3. I certify that this paper contains no plagiarized material. 4. I certify that this is my own work and that I did not receive any unfair assistance from others (including unauthorized collaboration) in its preparation. 5. I certify that this paper has not previously been submitted either in its entirety or in part within the UWI system or to any other educational institution. 6. In the case of group work: a. I certify that the individual work of each member of the group has been clearly indicated; b. that where no such indication has been given, I take the responsibility for the work as if it were the section of the paper for which I am solely responsible; and c. that I have not collaborated with any members of the group to breach the University’s regulations. Signature: M. Thompson Date: February 25, 2013 Children of the 21st century will face many challenges that will require them to use reading in different forms. As we begin the new millennium, research- based approaches to teach reading and writing is being relied upon to drive students towards the ultimate goal. Literacy for all, understanding how children learn, particularly how they learn to read and write influences the instructional approaches taken in homes as well as classrooms. Adams (1990) defines Phonological awareness as an awareness of sounds and the ability to revealed tasks such as rhyming, matching sounds, deleting sounds, blending or segmenting sounds. Because these sounds are spoken words they require testing to manipulate phonological segments. This is required to determine the performance of good readers and poor readers. Depend on the result one can determine which elements of phonological awareness are absent or reliable for both readers. He further articulate that they are five levels of difficulty in phonological awareness these are Awareness of rhyme and alliteration, comparing and contrasting the sounds of words for rhyme and alliteration, blending and splitting syllables, full segmentation of component phonemes and adding deleting and moving phonemes. In addition to these five levels of difficulty is the importance of phonological development. Phonological development is the key to phonological awareness. Proctor and Compton (2004) babies are not born with the full range of adult perceptual abilities, which include the five senses vision, hearing, smell, taste and touch. However, these abilities develop greatly within the first year of life. Newborn babies can only process sensory information and their understanding of sight, sound and touch stimuli develop rapidly as they grow. This leads to cognitive development which, in turn lays the foundation for language development. In preschool years, a child develops phonological skills, these skills acquired in a largely unconscious, or implicit fashion that is to say, even though the child may be able to produce certain vowels, consonants and consonant clusters he or she has not explicit awareness of doing so. Phonological awareness is so called because the child becomes explicitly aware of the phonology being taught and has the conscious ability to detect and manipulate phonological units. It is important to note that phonological awareness is a subset of the larger set of skills known as phonological processing. Phonological processing involves receiving sound waves from the ear and then using this date to assemble pronunciation of the word that was spoken. The process of assembling a pronunciation is known as coding. Deficits in phonological processing are responsible for some differences between good and poor readers (Stanorich, 1986 😉 poor readers are slower and less accurate than good readers. Many studies have found that certain levels of phonological awareness are essential to the development of early reading ability such as an awareness of rhyme, the ability to blend sounds, to isolate initial and final consonants and to distinguish phonological elements smaller than Syllables. Other more difficult elements of phonological awareness are developed as a result of learning to read, that is â€Å"the relationship between phonemic awareness and learning to read is most likely one of reciprocal causation or mutual facilitation (Yopp, 1992,) The relationship between phonological awareness and reading acquisition are complex, and there is strong evidence that difficulty with awareness and manipulation of verbal sounds has powerful effects on reading ability. However, the most positive finding stemming from research on phonological awareness is that â€Å"critical levels of phonological awareness can be developed through carefully planned instruction† (Chard Dickson 1999) there is also consistent support that â€Å"phonological awareness facilitates reading and is facilitated by reading instruction. † (Smith,Simmons Kameenui 1995) This finding has important implications for teaching. It implies that students must be taught explicitly about sounds in order to benefit from reading instruction but also that phonological awareness can be highlighten in relation to reading of text. Teaching programs, therefore, need to include activities which focus on the sounds in spoken English in pre-school and in the early years of schooling. Such activities include rhyming activities, breaking speech into individual words, alliteration, blending sounds, segmenting of words into onset rime and then to more demanding tasks such segmenting or deletion of individual. Charles A. Perfetti, Nicole Landi, and Jane Oakhill simple state that reading acquisition is the comprehension of learning to understand writing as well as one understands spoken language has empirical justification. (Curtis, 1980; Sticht James, 1984). also added that learning to read, the correlations between reading and spoken language comprehension are small because at the beginning, children are learning to decode and identify words, so it is these word-reading processes that limit comprehension. He further established that as children move beyond the beginnings of learning to read, the correlations between reading comprehension and spoken language comprehension increase and then level out by high school Famous behaviorist skinner (1974) explained students learn to read by learning a series of discrete skills. He believes that learning is the result of stimulus and response actions direct instructions are given when teaching the requisite skill in a planned, sequential manner. Information is presented in small steps and reinforced through practice until a solid foundation is laid. Jean Piagets (1969) constructivism theoretical framework differs, as learning is described as the modification of students’ cognitive structures schemata as they interact with or adapt to their environment schemata are like mental filing cabinets and new information is organized with prior knowledge in filling system. Piaget also posited that children are active motivated thinkers and learners so instead of teachers and adults dispensing information or knowledge, children are engaged with experiences so that they modify their schemata and construct their own knowledge. The sociolinguistics contributes a cultural dimension to how children learn. They view reading and writing as social activities that reflect the culture and community in which children live. (heath ,1983 ,vygotsky1978,1986)according to Vygotsky, language help to organize thought and children use language to learn as well as to communicate with others. Tremendous amount of new research under the term â€Å"emergent literacy† (teale sulzby 1991) shows us what happens in the homes of children where literacy is a priority. Children borned into homes where someone spends time with them in reading activities walk into the school system with an incredible foundation on which phonological awareness can be built. Parents or adults read to children and talk to them about what is being read. The reading is normally done in the lap position where the child can see pictures as well as the words used to tell about the pictures. Favourite books are read again and again hence creating a stimulating environment for reading acquisition to begin. Parents are the children’s first and best teachers and can therefore do many things to support their children’s development at home. In addition to reading to their children and listening to their children attempting to read to them they are building children’s self esteem and phonological awareness. In some homes the main reading experience is the bible, new papers, nursery rhyme or novels. Families write signs on furniture, make shopping lists or leave written messages for others. As children are able to hear and identify sounds from intra uterine to infancy, gradually they are able to separate syllables and manipulate the sounds in words, expanding their grasp of frequently used words and phrases. Favourite stories are re-read until they become well-known and words are easily pronounced as they talk an appreciation is developed for associating sounds with letters, a basis that is necessary for learning to read. The phonological system is important for both oral and written language as it plays a crucial role in reading instruction during the primary grades. Children use their knowledge of phonics as they learn to read and write. Phonological Development and Phonological Awareness Unit 2, outline that phonological awareness cannot be the only cause of reading acquisition. This is so based on the studies carried out which discover other influence on reading development. Adams 1990 highlighted the importance of alphabetic principle which consists of alphabetic understanding with the knowledge that letters correspond with sounds and words are composed of sounds. Therefore, it is evident that phonological awareness and reading acquisition has some forms of relationship; since both has powerful effects on reading ability. Based on the information gathered the levels of phonological awareness can be developed through carefully planned instruction where students must be taught clearly about sounds in order to benefit from reading instruction and develop phonological ability. The importance of phonological awareness in relation to reading acquisition posits by Juel, 1986) a longitudinal study of children in first and second grade. The study is quiet evident that children who perform low in phonemic awareness in first grade remained the low performances in reading through fourth grade remain the low performers in reading through fourth grade. With this in mind when working with children it must be clear that phonemic awareness is a perquisite for learning to read Cunningham, 1999, as they become phonemically aware, children recognize that speech can be segmented into smaller units, this knowledge is very useful as they learn about sound-symbol correspondence and spelling patterns. Phonological development  and phonological awareness unit 2 posits that phonemic awareness is critical to the reading process because reading involves the translation of graphemes into phonemes if one does not mastered all the phonemes in language, then they are not in a position to translate graphemes into phonemes, students’ who have not mastered phonemic awareness experience reading difficulty. So with this is mind one relevant key principle of effective phonological awareness instruction is nursery rhymes. Rhymes are the correspondence of ending sounds or words or lines of verse. Rhyming is the ability to indentify words that have identical final sounds segments Bryan and Bradley (1985)report that scores of initial rhyming test predicted reading and spelling progress and years later researcher suggest rhyme facilitates reading and spelling in the following ways: rhyming helps students develop phonemic awareness, which facilitates decoding, rhyming teaches students to group words together by sound, thereby reducing the number of words they have to learn to read by making generalizations of larger sound units, rhyming teaches students to make connections between categories and the letter string patterns that are used to spell words. I would read stories that have rhyming words, draw to the students attention the word that rhyme, help students to identify the patterns made by a rhyme, recite rhymes, sing the rhymes, clap to the rhymes even act out the rhymes. Sing and use students’ names to complete the rhyme example wallaby Wallaby, Wusan an elephant sat on Suzan wallaby Wallaby Wark an elephant sat on Mark as students catch on to the rhyming pattern, they can generate the rhyme using other names. For example in these four activities the teacher read aloud a story that contains many words that rhyme for example a fat rat in hat. After reading the story the students will chant the rhyming words heard in the story. The next activity the teacher introduce the rhyme ‘at’ then students follow the rhyming pattern bat, cat, fat, hat, mat pat, rat and sat. Students will clap and sing as they say each rhyming word. For activity two students will stand in a line the first person will say a rhyme which relates to ‘at’ if it is correct, the child gets the chance to shoot a ball in the provided hoop. If it is incorrect, teacher and students will assist and that child goes to the back of the line. The last activity students will be provided with a print activity sheet in which they will fill in the missing letter based on what was learned in activities one and two above. These activities will be modeled daily until students fully grasped the concepts. Modeling is the process of demonstrating for someone something he or she does not know Bandura,(1986). when students see teachers or parents at home reading or writing a letter modeling is taking place, so that’s why modeling can be a very constructive way that students can be taught reading. Modeling can be implicit or explicit (Roehler duffy , 1991). According to Deanna mascle rhyme is important to emergent literacy and learning to read because it teaches children about language. Rhyming helps children about word families such as let, met, pet, and get. Rhyming also teaches children the sound of language. Other important skills include phonological awareness, the ability to notice and work with sounds in language. Rhyme help with phonemic awareness which is the smallest units of sound that make up words. The awareness leads to reading and writing success. Rhyme also teaches children who are learning to read about the patterns and structures of both spoken and written language. Rhymes expose children to the rhythm of the language this will help them read with intonation in their voice instead of first a monotone. Rhymes also prepare children to make predictions while learning words and give them crucial decoding skills. When students are faced with reading challenges as that one referred to in the study by Juel et al( 1986) that children from first grade through fourth are low performing children in phonemic awareness rhyme, can help make the task both easier and more fun, teach important language skills, and teach language pattern and structure. These benefits given above are of vital importance in giving your child a positive start to reading. References. http://www. pitt. edu/~perfetti/PDF/The%20Acquisition%20of%20Reading%20Comprehension%20Skill http://linguistics. huji. ac. il/IATL/27/Abstracts/Gafni. pdf http://Ezine article. com/? expert=Deanna_mascle. Literacy for the 21st century A Balanced Approach 4th edition by Gail E. Tompkins Literacy helping children construct meaning 5th edition by J. David Cooper with Nancy D. Kiger Phonics They Use words for reading and writing by Patricia m. Cunningham Unit 2 EDLS6501 Module 2 Phonological Developments and Phonological Awareness.

Leviticus Essay -- essays research papers

Leviticus 11 is dealing with the subject of cleanness and uncleanness, specifically, with the subject of clean and unclean foods. The word "clean"has a lot of different meanings today depending upon the context in which it is used. For one thing, the expression clean and its counterpoint unclean is one of the prominent themes of Leviticus. Unclean and its cognates occurs 132 times in the Old Testament; over half of these are in Leviticus. So the sense of uncleanness is a predominate theme, and the word clean, along with its related terms, occurs 74 times in Leviticus, which is over one-third of the uses found in the Old Testament. When we come to chapter 11, it is stated that cleanness and uncleanness has to do principally with food. It deals secondarily with cleanness or uncleanness that is the result of contact with a dead animal, but it seems the reason the dead animal is called unclean is because we couldn't eat it. Even a clean animal, a bull or a sheep, could not be eaten if it were not killed in a sacrificially prescribed way. So it has to do with food or that which is touched when dead.we find first the land creatures, the animals that roam about through the earth (vv. 1-8); then we find in verses 9-12 the water creatures, those that live under water or in the water, and finally we have the flying creatures. First, there are the land animals. There are two basic stipulations which must be met bef...

Love hula, love Hawaii Essay

Mele Kalikimaka is the thing to say on a bright Hawaiian Christmas Day That’s the island greeting that we send to you from the land where palm trees sway Here we know that Christmas will be green and bright The sun to shine by day and all the stars at night Mele Kalikimaka is Hawaii’s way to say Merry Christmas to you [1] (Robert Alex Anderson) If ask people a question that which place has the most beautiful beach, sunshine and full of enthusiasm, I think most people will have the same answer, Hawaii. As we all know, Hawaii is the most famous holiday resort in the world, people who are from all over the world come here to enjoy the beautiful scenery, watch the hula dance and eat delicious food. However, people should also know the culture, which are the symbols of Hawaii, such as hula, chant and mele. If you’ve ever been to Hawaii or see some shows about it, you have undoubtedly enjoyed the exotic, hip-swaying dance called â€Å"hula.† Beautiful island women and men â€Å"act out† the music through dance steps to tell stories, particularly their graceful arm movements. Hula was developed in the Hawaiian Islands by the Polynesians who originally settled there. When Captain Cook arrived in Hawaii in 1779, the Hawaiian people had been dancing hula for centuries. Hula was danced as part of a religious program in the old days. Then, when the missionaries arrived in the 1830’s, they convinced Queen Kaahumanu to prohibit hula because they thought hula was erotic. â€Å"It was described like this – â€Å"The natives would practice in the hot sun for days on end. Drums pounded, gourds rattled, singers chanted, and hundreds of dancers wearing garlands of green leaves and flowers and dog-tooth anklets moved endlessly to and fro in lines, their brown skin glistening with sweat, with no sign of boredom or tiredness,† (Daws, 1968)†[2] And hula was popular after King Kalakaua made it opened in the 1870’s. Today Hawaiian dance has an added political dimension in that knowledge and understanding of this cultural form are valued as an ingredient of ethnic identity (Adrienne Kaeppler 1993:234). â€Å"Dance as part of a political construction, can be an aural and visual statement of distinctiveness – and in some cases divisiveness –and need not be associated with cultural understanding. More ethnic Hawaiians are beginning to appreciate and champion the importance of their heritage. More and more Hawaiians – male and female – are studying hula in order to become part of the ethnic movement.†[3] As I know, native Hawaiians know the importance of hula and treat it as their pride. The government also pays attention on hula and advertises the culture of hula. Mele is perhaps the most important cultural symbol of the Hawaiians. â€Å"It is the way ancient Hawaiians prayed and passed on legends and lore, linking their prehistory with their present life.†[4] I still remember when I first heard the melody of Hawaii song; I can felt the enthusiasm of this island immediately. For example, â€Å"Mele Kalikimaka† is a Hawaiian themed Christmas song written in 1949 by Robert Alex Anderson, when I hear the lively music, I would be relaxed. â€Å"Everything because hula is the unique dance of the Hawaiian people. Everything because despite the homogenizing influence of hula competition, which has brought only a limited range of the vast hula repertoire to the public’s attention over the past thirty-five years, hula encompasses many different styles and types of dances. But it says nothing because hula simply cannot be reduced to Hawaiian folk dance. It carries forward the social and natural history, the religious beliefs, the philosophy, the literature, and the scientific knowledge of the Hawaiian people.† [5] I think hula carries a lot of things, such as the religious beliefs, the social and natural history of Hawaii, the literature and philosophy, and Hawaiians and hula are inextricably fused. In conclusion, hula is an indispensable part of Hawaii and also treated as an important culture of the world. For me, Hawaii is the place I will go someday, I am sure I will love Hawaii and it’s culture while enjoy the beautiful scenery and ebullient show. References: 1. The lyrics of â€Å"Mele Kalikimaka† by Robert Alex Anderson 2. A brief history of hula. Retrieved from http://library.thinkquest.org/J0110077/hulahistory.htm 3. Torgersen, E. H. (June 2010). The social meanings of hula. University of Bergen. Retrieved from http://pacific.uib.no/people/Torgersen/The Social meanings of hula.pdf 4. Fellezs, K. (Spring 2007). Performing hawaiian. New York: Brooklyn College of the City University. Retrieved from http://depthome.brooklyn.cuny.edu/isam/NewsletS07/Fellezs.htm 5. Rowe, S. M. (2008). We dance for knowledge. Cambridge University Press. Retrieved from http://muse.jhu.edu/journals/drj/summary/v040/40.1.rowe.html

The Effects Of Child Abuse On Children - 1841 Words

Looking at another Side of Child Abuse The Different Processes Child abuse is a topic that mostly everyone knows or is at least familiar with. It is an inexcusable action that is unforgivable, it can do detrimental damage that may be irreversible. Many see it only as the story that is told, but they do not see the effects it could have and the journey the children and families go through to change or have control of the situation. Children are the main victims of abuse but their families and peers also get affected by this unjustifiable act. Through the fearful situation they have experienced, they can develop physiological problem, go through the court system, but one thing they need the most throughout their journey is support, and their families and peers can also seek it to prevent future situations to develop. This topic is important to me because I’ve seen how abuse can affect children when they do not have the support or stable relationships. It is a scary position to be in because they are vulnerable and are being manipulated. Most of these children think it is normal to be humiliated or be kicked around because they do not know what normalcy is, some see it as just a type of punishment but it has gone too far and they do not know it. Knowing the process these children and families go through, gives us a platform to become advocates for them, for the ones that are afraid to speak up or are not able to. What is Child Abuse? Child abuse can be in any form such asShow MoreRelatedThe Effects Of Child Abuse On Children935 Words   |  4 PagesChild abuse has been an issue in America since the beginning of time, but lately there has gradually been an increase in reported incidents of abuse. There are several types of child abuse that are present in today’s society. The different types of abuse include physical, emotional and sexual abuse. Of the different maltreatment types, four-fifths (78.3%) of unique victims were neglected, 17.6 percent were physically abused, 9.2 percent were sexually abused, 8.1 percent were psychologically maltreatedRead MoreChild Abuse And Its Effects On Children Essay1489 Words   |  6 Pagesindividuals corrected. However, there are cases that have not been solved or not stopped by the law. Child abuse is common. Child abuse can be caused by a variety of reasons. Scientist have been studying and they have some ideas on what prompt people to harm childr en (Ian Hacking). They are trying to end child abuse, but there is so much they can do. Many children abuse incidents are not reported. Child abuse may have many causes as in way the abuser does it. One specific factor is the background of theRead MoreChild Abuse And Its Effects On Children913 Words   |  4 Pagesseveral types of abuse, there’s physical, emotional, verbal and several others abuses. But the abuse I would like to focus on is child abuse. Domestic violence towards children is important because there is a way to prevent it from happening. Typical parents and caregivers do not intend to abuse their children. Abuse is mainly directed toward the behaviors that are given off towards one another. Author David Gil defines child abuse as an occurrence where a caretaker injures a child, not by accidentRead MoreChild Abuse Is An Effect On Children1657 Words   |  7 PagesIn 2010 according to the census bureau there were 74,100,000 U.S children between the ages of 0-1 7 being abused and 3.3 million referrals. This effected on average 1-10 U.S families and children, there were more than 32,200,000 U.S families with children under the age of 18 according to the 2010 census bureau. From the 3.3 million hotline calls in 2010 there were less than 475,000 sustained cases (2010 NCANDS: 436,321 sustained +24,976 indicated = 461,297 total) resulting in about 15% of hotlineRead MoreChild Abuse And Its Effects On Children1317 Words   |  6 PagesChild abuse has long been an ongoing social problem; this abuse has been one of the repeatedly difficult accusations to prove in our criminal justice system. Child abuse causes many years of suffering for victims. Children abused suffer from chemical imbalances, behavioral issues and are at high risk for becoming abusers or being abused in adult relationships. This cycle of learned behavior and suffering will be a hopeless reoccurring problem unless the criminal justice system and protocols for abusersRead MoreChi ld Abuse And Its Effects On Children1488 Words   |  6 Pages â€Æ' In addressing child abuse we are confronted with a series of problems. On the one hand, there is a lack of the true extent of the phenomenon because no data are available and that the issue, often refers to the most intimate spaces of family life. Furthermore, cultural and historical traditions affect the way each society faces this problem. Finally, there are varying opinions as to its definition and classification, as well as the consequences of child abuse may have and its subsequent therapeuticRead MoreChild Abuse And Its Effects On Children1263 Words   |  6 Pages Child Abuse Child abuse is any behavior which, by action or omission, produces physical or psychological damage to a person less than 18 years, affecting the development of his personality. In homes, it is believed that the most effective way to educate children is using the abuse. This form of punishment it used as an instrument of correction and moral training strategy as it is the first and most persistent justification of damage and maltreated mothers parents inflict on their children. SocietyRead MoreChild Abuse And Its Effects On Children1160 Words   |  5 PagesMost parents and other caregivers do not intend to hurt their children, but abuse is defined by the effect on the child, not the motivation of the parents or caregiver. Tens of thousands of children each year are traumatized by physical, sexual, and emotional abusers or by caregivers who neglect them, making child abuse as common as it is shocking. Most of us can’t imagine what would make an adult use violence against a child, and the worse the behavior is, the more unimaginable it seems. ButRead MoreChild Abuse And Its Effects On Children1227 Words   |  5 Pagesreports of child abuse are made involving more than 6 million children. The United States has one of the worst records of child abuse losing 4-7 children a day to the abuse. Abuse is when any behavior or action that is used to scare, harm, threaten, control or intimidate another person. Child abuse is a behavior outside the norms of conduct and entails substantial risk of causing physical or emotional harm. There are four main types of child abuse; physical abuse, sexual abuse, emotional abuse, andRead MoreChild Abuse And Its Effects On Children1132 Words   |  5 PagesIntroduction Child abuse takes many different forms. Including physical, sexual, emotional, or neglect of a children by parents, guardians, or others responsible for a child s welfare. Regardless of the type of abuse, the child’s devolvement is greatly impacted. The child’s risk for emotional, behavioral, academic, social, and physical problems in life increase. According to the Child Maltreatment Report by the Children’s Bureau (1999) the most common form of child abuse in the United States is