Topic
Analytical phonics
About: Analytical phonics is a research topic. Over the lifetime, 3 publications have been published within this topic receiving 21 citations.
Papers
TL;DR: This paper conducted a fine-grained content analysis of four popular first-grade basal reading programs and found that the programs vary considerably with the exception of consonant sound instruction and text-tied comprehension interactions.
Abstract: This study focuses on the instructional approaches to decoding and comprehension in the first-grade basal reading programs published by Harcourt Brace Jovanovich (1983), Houghton Mifflin (1979), Ginn (1976) (analytical phonics, meaning-emphasis programs), and S.R.A. Reading Mastery (1983) (a synthetic phonics, code-emphasis program). In addition, analyses were completed on the comprehensibility of matched and selected stories from each of the four programs. Results reveal that with the exception of consonant sound instruction and text-tied comprehension interactions, the programs vary considerably. Results of the analysts of comprehensibility show similar differences between programs. There remains little, if any, argument among researchers as to whether or not basal reading programs predominate elementary reading instruction. In the 1985 report of the Commission on Reading, Becoming a Nation of Readers (Anderson, Hiebert, Scott, & Wilkinson, 1985), it is asserted that"... basal programs 'drive' instruction . . . These programs strongly influence how reading is taught in American schools and what students read" (p. 35). If this claim is accepted, it follows that what is or what is not included in basal reading programs may determine when children are able, independently, to decode and process written text. The strengths and weaknesses of a program may become the strengths and weaknesses of its users. Given the likelihood of a strong relationship between content and what is learned, researchers and educators alike should begin to look more closely at the content of popular basal programs to identify what skills each program does and does not present specifically. This paper attempts a fine-grained content analysis of four popular first-grade basal series. The analysis examined decoding and comprehension instruction in teachers'
18 citations
Dissertation•
1 Jan 2011
TL;DR: In this article, the authors found that the students having high self-confidence have better listening skill than those having low selfconfidence, and there is an interaction between phonics methods and selfconfidence on the students' listening skill.
Abstract: The objectives of the study are to find out whether:
1. analytical phonics method is more effective than synthetic phonics method to
teach listening for the second year kindergarten students of Tunas Bangsa School.
2. the students having high self-confidence have better listening skill than those
having low self-confidence.
3. there is an interaction between phonics methods and self-confidence on the
students‟ listening skill.
This study would be beneficial for:
1. The Teachers
This study informs the teachers about the application of analytical phonics in
teaching listening for kindergarten students.
2. The Students
This research helps the students to perform better in the listening activity.
3. The Other Researchers
This research is expected to give a review or contribution to the use of phonics to
improve the students‟ listening skill. It is also expected to be a reference to carry
out and develop related study.
3 citations
1 May 1986
TL;DR: This study focused upon the instructional approaches to decoding and comprehension in the first grade basal reading programs published by Harcourt, Brace, Jovanovich, and Houghton Mifflin, finding that with the exception of consonant sound instruction and texttied comprehension interactions, the programs vary considerably.
Abstract: This study focused upon the instructional approaches to decoding and comprehension in the first grade basal reading programs published by Harcourt, Brace, Jovanovich (1983); Houghton Mifflin (1!)79); Ginn (1976) (analytical phonics, meaningemphasis programs), and S.R.A. Reading Mastery ( 1983) (a synthetic phohits, codeemphasis program). In addition, analyses were completed on the comprehensibility of matched and selected stories frow e_11 of the four programs were analyzed. Results reveal that with the exception of consonant sound instruction and texttied comprehension interactions, the programs vary considerably. Results of the analysis of comprehensibility show similar differences between programs.
1 citations
Performance Metrics
| Year | Papers |
|---|---|
| 2011 | 1 |
| 1987 | 1 |
| 1986 | 1 |