| 词条 | Analytical phonics |
| 释义 |
Today, Analytical phonics is referred to as Implicit phonics. This is because it signifies the analysis (breaking down) of the whole word to its parts (an analysis only necessary when a child cannot read it as a whole word).[2] Practice and approachImplicit phonics is moving from the whole to the smallest parts; "blending-and-building" is not usually taught. A student will identify new words by its shape, beginning and ending letters, any context clues from the rest of the sentence or any accompanying pictures.[3] Shortcomings of this approachA major problem with analytical phonic methods is the erroneous assumption that all students will already have the fairly sophisticated phonemic awareness skills needed to enable the comparison of sounds within the various words. Implicit instruction relies on readers "discovering" clues about sound-spelling relationships; good readers can do this, but poor readers are not likely to do so.[4] Controversy: analytical vs. synthetic approachesPhonics has become an acceptable practice and approach to teaching children to read. However, there are different methods in which it is used, and disagreement over which approach is best. There are two primary approaches to teaching phonics: analytical phonics and synthetic phonics. Both approaches require the learner to have some phonological awareness (the ability to hear and discriminate sounds in spoken words). Both approaches can also contribute to furthering children's phonological development. Phonological awareness is an essential skill for reading, writing, listening and talking. Synthetic phonics involves the development of phonemic awareness from the outset. As part of the decoding process, the reader learns up to 44 phonemes (the smallest units of sound) and their related graphemes (the written symbols for the phoneme). In contrast, analytical phonics, also known as the "whole word" approach, involves analysis of whole words to detect phonetic or orthographic (spelling) patterns, then splitting them into smaller parts to help with decoding.[5] Supporters of Synthetic phonics argue that if the systematic teaching of phonics doesn't take place, analytic learners can fall behind and fail to develop the tools they need for decoding words.[6] See also
References1. ^National Literacy Trust 2. ^Education News 3. ^The National Right to Read Foundation 4. ^Scholastic {{webarchive |url=https://web.archive.org/web/20070809223022/http://content.scholastic.com/browse/article.jsp?id=4500 |date=August 9, 2007 }} 5. ^Learning and Teaching Scotland {{webarchive |url=https://web.archive.org/web/20080511194552/http://www.ltscotland.org.uk/5to14/specialfocus/earlyintervention/issues/phonics.asp |date=May 11, 2008 }} 6. ^Education World Additional information
3 : Phonics|Phonetics|Reading (process) |
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