Phonetics and Language Development of Preschoolers in 21st Century Education
DOI:
https://doi.org/10.51699/ijise.v4i3.677Keywords:
Phonetics, Language Development, Preschoolers, 21st Century EducationAbstract
English holds a distinctive status among other subjects. It can be characterised as both a fundamental topic and a significant professional subject. The synthetic phonics, a technique that correlates sounds. This research examines the phonetics and linguistic development of preschoolers within contemporary educational frameworks of the 21st century. The study assessed the speaking proficiency of preschoolers instructed using phonics compared to those educated through conventional methods in early childhood centres, examining the extent of phoneme awareness as it relates to communication skills and its impact on language development. It also analysed the differences in speaking abilities between preschoolers taught with analytic phonics and those receiving conventional instruction in the Rivers East Senatorial Districts. The literature indicates that the synthetic phonics method has been effectively employed in teaching English literacy to second language (L2) students. The study's findings indicated that the experimental group instructed with the synthetic phonics method exhibited superior performance. It was recommended that educators receive training in the synthetic phonics method, a contemporary approach to facilitating early reading and writing skills in children.
References
[1] A. Bayetto, "Oral Language," 2015. [Online]. Available: https://www.appa.asn.au/wp-content/uploads/2015/08/Oral-Language-article.pdf
[2] T. A. Bradfield, A. C. Besner, A. K. Wackerle-Holman, A. D. Albano, M. C. Rodriguez, and S. R. McConnell, "Redefining individual growth and developmental indicators: oral language," Assessment for Effective Intervention, vol. 39, no. 4, pp. 233–244, 2013.
[3] S. Campbell, "Teaching phonics without teaching phonics: Early childhood teachers’ reported beliefs and practices," Journal of Early Childhood Literacy, vol. 0, no. 0, pp. 1–32, 2018.
[4] C. M. Ekpo, A. E. Udosen, M. E. Afangideh, T. U. Ekukinam, and M. M. Ikorok, "Jolly phonics strategy and the ESL pupils’ reading development: a preliminary study," presented at 1st Mid Term Conf., University of Ibadan, Nigeria, 2007.
[5] L. Fenson, P. S. Dale, J. S. Reznick, E. Bates, D. Thai, and S. Pethick, "Variability in early communicative development," Monographs of the Society for Research in Child Development, vol. 59, no. 5, pp. 174–185, 1994.
[6] Glazzard, "Assessing reading development through systematic synthetic phonics," Research Gate Journal, vol. 25, no. 13, pp. 442–451, 2017.
[7] U. Goswami and P. Bryant, Children's Cognitive Development and Learning: The Primary Review Research Survey 2/19, Cambridge: Cambridge University Press, 2019.
[8] V. Hutchin, Effective Practice in the EYFS: An Essential Guide, Maidenhead: Open University Press, 2013.
[9] J. Johnston and C. W. Nahmad, Early Childhood Studies, London: Routledge, 2014.
[10] H. Kodae and C. Laohawiriyanon, "Effects of intensive phonics instruction on reading and spelling attainment of Thai grade 5 learners with reading difficulties," presented at 3rd Int. Conf. on Humanities and Social Sciences, Prince of Songkla University, Thailand, 2011.
[11] J. Law, "The importance of oral language and its implications for early years practice," 2015. [Online]. Available: https://www.goodstart.org.au
[12] J. F. Lawrence and C. E. Snow, "Oral discourse and reading," in Handbook of Reading Research, vol. 4, M. L. Kamil, P. D. Pearson, E. B. Moe, and P. P. Afflerbach, Eds., New York: Routledge, 2011, pp. 320–337.
[13] K. Maddox and J. Feng, Eds., Proceedings from Georgia Education Research Association Annual Conference ’13, Savannah, Georgia, 2013.
[14] S. P. McGeown and E. Medford, "Using method of instruction to predict the skills supporting initial reading development," Reading and Writing, vol. 27, no. 3, pp. 91–608, 2014.
[15] L. M. Morrow, K. A. Roskos, and L. B. Gambrell, Oral Language and Comprehension in Preschool: Teaching the Essentials, New York: The Guilford Press, 2016.
[16] J. Moyles, Beginning Teaching: Beginning Learning, Maidenhead: Open University Press, 2015.
[17] F. Okebukola, "Children's emergent reading in English from theory to practice," Literacy and Reading in Nigeria, vol. 10, no. 1, pp. 9–19, 2014.
[18] M. H. Phajane, "Introducing beginning using phonics approach," Mediterranean Journal of Social Sciences, vol. 5, no. 10, pp. 477–483, 2014.
[19] P. Pruisner, "Moving beyond no child left behind with the merged model for reading instruction," TechTrends, vol. 53, no. 2, pp. 41–47, 2009.
[20] R. R. N. Putri and Z. Zaitun, "Synthetic Phonics on the Development of Reading Aloud," English Language, Literature, and Teaching, vol. 5, no. 1, pp. 43–49, 2020.
[21] A. Retnomurti, N. Hendrawaty, and N. Nurhayati, "Introduction strategy to read phonics method in community service in South Jakarta," JJP IPTEK, vol. 3, no. 1, pp. 1–20, 2019.
[22] D. Reutzel, A. Child, C. Jones, and S. Clark, "Explicit instruction in core reading programs," The Elementary School Journal, vol. 114, no. 3, pp. 406–430, 2014.
[23] Rivers State Universal Basic Education Board [RSUBEB], School Enrolment Register, 2017.
[24] M. S. Seidenberg and J. L. McClelland, "A distributed, developmental model of visual word recognition and naming," Psychological Review, vol. 96, pp. 523–568, 1989.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Stella Akatuga
This work is licensed under a Creative Commons Attribution 4.0 International License.
