Discussing ‘Phonics They Use: Words for Reading and Writing’ Essay
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Learning ‘phonics’ for reading and writing improves a science class, indeed. Cunningham’s book shows vivacity and optimism; free from obscure and often pretentious language marked by circumlocutions and long words. As an analysis, the author determines the significance of a method of teaching beginners to read and pronounce words by learning the phonetic value of letters, letter groups, and especially syllables, particularly for the high school science class.
However, there are circumstances in which a high school science teacher becomes annoyed and aggravated; since, he/she handles science class, it is no longer his/her job to teach the pronunciation(s) of every science and/or technological terminologies/terms, which should be undergone during an English class.
Thus, it is a waste of time. Part five of the book (Coaching, Assessment, Research, and Jargon) brings with methodological conceptions, assessment and theory for teaching students one-on-one.
Examples concern “beginning reading strategies” (p. 173), “sight word, decoding, and spelling behaviors” (p. 177), and a marking system for any 100-word reading assessment (p.
175). The Theory and the Research—The Why Underlying the How (chapter 14) shows an assessment on phonics (a method of teaching beginners to read and pronounce words by learning the phonetic value of letters).
As an analysis of the entire view, it is necessary for a high school science teacher to use such an educational tool and take the required test of phonics jargon. Hence, using phonics is an aid not only for a high school science teacher but also for the whole class, indeed.
Cunningham, Patricia. “Phonics They Use: Words for Reading and Writing. ” Fourth Edition. New Jersey: Published by Allyn & Bacon, 2004. 224p.