It has been found that reading challenge exists significantly both for normal children and those with mild / moderate dyslexia and often remains unaddressed due to lack of opportunities and constructed experiences in phonological awareness leading to problems in spelling, pronunciation and decoding words. It is being said that lack of phonological awareness leads to induced dyslexia among 20 per cent children and also enhances the level of dyslexia among those children who have neurological reading problems.
According to the research document "Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction" by the National Reading Panel (2000), phonological awareness 'can be developed through practice activities as part of core instruction through 'brief, engaging, and woven into whole-group and small-group instruction based upon students' needs.'
Making use of 'onsets and rimes' method has been recommended by researchers for intimating phonic vocabulary. Linguists hold that it is obligatory on the part of schools that early phonological skills comprising of 'the awareness of syllables and onset-rime segments' of the words must be introduced for spoken language learning with phonics awareness.
Onsets: Emphasis on first sound
Examples: For speaking in segments
Alpha: A...Al/pha
Ago: A...Ag/o
Bravo: B...Bra/vo
Book:B..B/ook
Rimes: Each syllable spoken at a time
Rimes are speaking exercises with emphasis on each phoneme (letter-sound correspondence - consonant and vowel sound or each syllable)
Examples: For speaking
Alpha: A/l/ph/a...Alpha
Ago: A/g/o...Ago
Bravo: B/r/a/v/o...Bravo
Book: B/oo/k...Book
My own experience in language lesson studies suggests that for a school beginner phonics vocablury of 12 words of IPL should be developed before introducing the language textbook. The phonic vocabulary through conscious manipulation of vocal organs
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