Chapter 5 Summary – Teaching Phonics and Syllabic
The previous topic talked about teaching the nature and purpose of reading and writing, the alphabet, concepts of print, and awareness of speech sounds. This fifth chapter now elaborates on the relationship between speech sounds and letters. It also explores syllabic analysis, which is applied to multisyllabic words.
Laying the Groundwork for Effective Phonics Instruction
Gunning (2020) says that laying the foundation for effective phonics instruction entails understanding the phonics for places, people, or events that students might have never met in print. With phonics teaching, children will be able to read new words. This teaches people how to read words. It is also essential to follow the stages of reading words like the pre-alphabetic stage, full alphabetic stage, and partial alphabetic stage, where learners begin processing all the letters in words. While laying the foundation for phonics instruction, it is proper to understand the implication of stage philosophy for phonics teaching and the basic values of phonics teaching. Secondly, looking at the integrated approach to phonics instruction is vital. The other aspect is methods for training phonics. There are two major methods of teaching phonics: synthetic and analytic.
Teaching Consonants
Phonics teaching ordinarily starts with constants. The constant spellings are more regular and easier to differentiate and play a vital part in decoding words than vowels, particularly in the starting phases of learning to read. This can be done by teaching initial consonants, using children’s books to reinforce initial consonants and word sorting, and teaching consonant blending.
Teaching Vowels
Consonants and vowels are taught similarly. The primary dissimilarity is that vowels can be articulated in separation without alteration; therefore, teaching vowels methodically should not confuse learners. In this case, a book can be used to introduce the word-building approach or concept. This word-building approach helps children note the time and onset of each word. Vowels can be taught using different techniques like blending. In addition to interpreting spellings into sounds, students have to blend various sounds into words. Therefore, teachers can use single-sound and visual blending. Sound blending entails speaking out where the learner says each sound and blends them. During visual blending, the learner orates a published word by articulating each sound of the words in letters and then blending them to pronounce the entire word.
Reinforcing Vowel Patterns through Reading
Teachers can effectively reinforce vowel patterns through reading; some strategies for reading are using word walls and rhymes. The teacher should have learners read nursery rhymes that have a target pattern. A word wall is an excellent device for reinforcing high-frequency words and patterns.
Planning the Scope and Sequence
Another technique for teaching vowels is planning the scope and sequence of vowels. Gunning (2020) says a well-planned phonics teaching program features a flexible but carefully planned sequence and scope. Even though vowels are recommended to be introduced first in a reading program, Gunning advises that consonants be presented first because their sounds have fewer spelling alternatives. Planning enhances proper planning for all learners, especially struggling writers and readers. In addition, phonics instruction should be balanced with an application, which needs appropriate planning.
Teaching Vowel Generalizations
This strategy for teaching vowels implies that the first one does the talking when two vowels are presented, which is the tendency for the first letter in a digraph to represent the long sound ordinarily linked with that letter. Therefore, the generalization of diagraphs is grouped into a series of mini-generalizations where the most valuable and reliable letters are stressed rather than being e taught as a comprehensive rule because it encompasses too many omissions.
Phonics Strategy Instruction
This strategy gives learners the keys to exposing the pronunciation of strange words that are met in print. For example, a kid who has been taught both the “et” and the “at” patterns but has challenges with words such as “yet” and “flat” requires strategies to decode these words. Some of these strategies are analogy, context, and pronounceable word parts.
Miscue Correction
This strategy is much more effective for struggling students who might have experienced a loss of confidence and feel helpless due to the several errors they make. However, with careful planning and preparation, the teacher can eliminate the sources of the reading errors. First, teaching the learner to decode the words and then supporting phonics learning with decodable texts or reading material, which have only phonic elements, can do this. You can also use predictable books with repetitive patterns and illustrations that make new readers read them.
Taking a Flexible Approach
Gunning (2020) affirms that no teaching method works for all children. This then means that different teaching approaches must be implemented for diverse learners. For example, it is vital to encourage success with the systematic and structured reading program while working with struggling readers. Also, while teaching English learners, it is essential to adopt appropriate instruction for English learners.
Assessing and Monitoring Phonics Knowledge and Skills
Learners’ understanding of phonics might vary significantly in early grades or classes. It is vital to attain information about learners’ phonics proficiency and expertise and plan teaching that pushes them onward. Phonics teaching begins with phonics skill tests, core phonics surveys, letter sounds, etc., which can be used to monitor the learner’s progress.
Developing Syllabic Analysis
There are three methods of developing syllabic analysis—a pattern approach to instruction syllabic analysis and additional practice activities for multisyllabic words. The last one is using strategies for reading multisyllabic words. Usually, the most frequently utilized words in English are of one syllable, and syllabication is often introduced informally between first-grade readings or after kids have learned at least a short vowel pattern. A patterning technique for teaching syllabic analysis lets learners know pronounceable elements in multisyllabic terms. It is also applicable to syllable overview in a specific circumstance. Additional practice activities help in phonics teaching by enabling various activities, such as matching syllables and their spellings. A teacher can use activities such as having students read and sing song lyrics of different syllables of multisyllabic words. Allows students to sort multisyllabic words. Finally, other strategies, such as patterns and generalizations, can help students understand unfamiliar multisyllabic words.
References
Gunning, T. (2020). Creating literacy instructions for all students, (10 Th Ed.). New York: Pearson.
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Question 
Teaching Phonics and Syllabic
A detailed summary of Chapter 5. Please list each heading and subheading section and talk about each heading/section in the summary. Book: Gunning, T. (2020). Creating literacy instructions for all students, (10th ed.). New York: Pearson.