Sheila Mae
Chanceteam Christian Academy Inc.
Blk 50 Lots 1-38 Phase 8 Carissa Homes Subd., Punta 1, Tanza, Cavite
In Partial Fulfillment of the Requirements
In English III
“Theories Language of Teaching and Learning”
Submitted to:
Ms. Melly C. Dacusay
Submitted by:
Sheila Mae Mamon
Janelle Erika Balina
Vincent Hernandez
Mark Andrei Granada
March 4, 2013
Table of Contents
Introduction …………………………………………………………………………………………. 1-2
Statement of the problem ……………………………………………………………………. 3
Importance of the study ………………………………………………………………………. 4-5
Discussion …………………………………………………………………………………………….. 6-11
Reflection ……………………………………………………………………………………………… 12
Conclusion …………………………………………………………………………………………… 13-14
Bibliography ………………………………………………………………………................ 14
INTRODUCTION
Every child must learn how to read and comprehend written text and giving primary attention to word meanings and comprehension. The actual learning of phonics as it relates to reading usually begins early in the preschool years. The child learns the sound of a word like cat and can easily differentiate it from similar – sounding words. (Harris and Hodges) 1995, stated that phonics is teaching in a manner that stresses symbol – sound relationships. It is because English is alphabetic, in that written words represent a collection of speed sounds. Phonics instruction is really intended to develop the ability of the children to use independent word – recognition strategies, focusing on the internal structure of words. The application of phonics instruction begins when an adult talks with an infant, thus providing the child with a model. A child who associates sound with objects and does not confuse words that are very similar – such as cat, cart, and car – is a process of mastering auditory discrimination, which is important for phonic analysis in the reading process. Beginning reading instruction in the school should build on the child’s previous language experiences.
Blk 50 Lots 1-38 Phase 8 Carissa Homes Subd., Punta 1, Tanza, Cavite
In Partial Fulfillment of the Requirements
In English III
“Theories Language of Teaching and Learning”
Submitted to:
Ms. Melly C. Dacusay
Submitted by:
Sheila Mae Mamon
Janelle Erika Balina
Vincent Hernandez
Mark Andrei Granada
March 4, 2013
Table of Contents
Introduction …………………………………………………………………………………………. 1-2
Statement of the problem ……………………………………………………………………. 3
Importance of the study ………………………………………………………………………. 4-5
Discussion …………………………………………………………………………………………….. 6-11
Reflection ……………………………………………………………………………………………… 12
Conclusion …………………………………………………………………………………………… 13-14
Bibliography ………………………………………………………………………................ 14
INTRODUCTION
Every child must learn how to read and comprehend written text and giving primary attention to word meanings and comprehension. The actual learning of phonics as it relates to reading usually begins early in the preschool years. The child learns the sound of a word like cat and can easily differentiate it from similar – sounding words. (Harris and Hodges) 1995, stated that phonics is teaching in a manner that stresses symbol – sound relationships. It is because English is alphabetic, in that written words represent a collection of speed sounds. Phonics instruction is really intended to develop the ability of the children to use independent word – recognition strategies, focusing on the internal structure of words. The application of phonics instruction begins when an adult talks with an infant, thus providing the child with a model. A child who associates sound with objects and does not confuse words that are very similar – such as cat, cart, and car – is a process of mastering auditory discrimination, which is important for phonic analysis in the reading process. Beginning reading instruction in the school should build on the child’s previous language experiences.
Bibliography: Likewise, the National Reading Panel (2000) released a major report on scientific researched-based reading instruction. The panel found that successful readers must be taught phonemic awareness skills, reading fluency and comprehension.