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JOLLY PHONICS ( Teaching with the help of Phonics )

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1. What is phonics?
        Phonics involves the relationship between sounds and their spellings. There are 26 letters in English and approximately 44 sounds. However,              most sounds have more than one spelling. For example, the long a sound can be spelled by the letter combinations like ai as in rain and ay as in          play. The goal of all phonics instruction is teaching our students the most common sound-spelling relationships so that they can decode, sound          out, words.
       Now Phonics is different from Phonemic awareness . Below you can see why is it  ? What is the difference between Phonics and Phonemic                      awareness ...
        Phonemic awareness is the understanding that words are made up of sounds. Phonemic awareness is not the same thing as phonics. Phonemic          awareness deals with sounds in spoken words, whereas phonics involves the relationship between sounds and written symbols. Therefore,                 phonics deals with learning sound-spelling relationships and is associated with print. Most phonemic awareness tasks, however, are purely oral.

2. The goal of reading is to make meaning from text. So, how is phonics related to comprehension?
      Phonics instruction plays a key role in helping children comprehend text. You see, phonics instruction helps the child to map sounds onto                    spellings. This ability enables children to decode words. Decoding words aids in the development and improvement in word recognition. The               more words a reader recognizes, the easier the reading task. Therefore, phonics instruction aids in the development of word recognition by                 providing children with an important and useful way to figure out unfamiliar words while reading.
     When children begin to be able to recognize a large number of words quickly and accurately, reading fluency improves.

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3. What is Reading Fluency?
     Reading fluency refers to the ease with which children can read a text. As more and more words become firmly stored in a child's memory (that         is, the child recognizes more and more words on sight), he or she gains fluency and automaticity in word recognition. To learn words by sight, it's      critical that students have many opportunities to decode words in text. The more times a reader encounters a word in text, the more likely he or      she is to recognize it by sight and to avoid making a reading error.
    Reading fluency improves reading comprehension. Since children are no longer struggling with decoding words, they can devote their full                    attention (their mental energies) to making meaning from text. As the vocabulary and concept demands increase in text, children need to be              able to devote more and more attention to making meaning from text, and increasingly less attention to decoding. If children have to devote too      much time to decoding words, their reading will be slow and labored. This will result in comprehension difficulties.
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