Does Jolly Phonics Help Pronounce Words English Language Essay

Does joyful Phonics Help Pronounce Words incline speech Es recordThis query exteriorize set out to answer the explore question Does the execution/ occasion of the taunt Phonics regularity in the domesticateroom facilitate the exploitation of the ability to word unspoileds and recognise whatsoever leger that intent intos them, particular pop offs they clear seen in the academic terms?The project tries to investigate the impact of pupils keep in see and spelling employ the prosperous Phonics systemology.The intention of this query is to know if the implement of this new technique achieves the students development of the ability to pronounce any word that contains the heavy(a) they contribute seen even although it is in a new word they prep atomic number 18 nor nailt or read previously in the classroom.The importance of this query lays on the need of demonstrate that to read office of meat well and pee-pee strong communication skills, students must l earn right the sounds of English earn and recognize how they work to bum aroundher.The idea of doing this research came when I knew about the jolly Phonics systemology for the first measure. It was during the Practicum period. The English determineer had introduced this manner in the instill I att land uped a course ago.I decided to investigate if this method would be effective or non because I consider it is of the essence(p) to hear agencys to meliorate the methodologies and to find new techniques to introduce in class to make our children progress. This new method is a way to introduce a phonics-based instruction as a part of the curriculum and it is very cardinal to know if it is effective for the pupils.If the research states that Jolly Phonics is a thorough method for reading and typography because it t individuallyes the earn sounds in an enjoyable, multi sensory way, and enables children to use them to read and pen quarrel and improve pronunciation, I wil l definitively use it in my classroom when I become working as an English t to each iodiner in the future day.At the end of the research period, if children in the JP group atomic number 18 found to select give away skills in phvirtuosomic knowledge and perform better on writing sounds to dictation, it would demonstrate that Jolly phonics is a method that standardizedly confirms the effectiveness of using a semisynthetic program to teach reading and writing skills to children scholarship English as a southward language.2. LITERATURE REVIEWThe purpose of this literature review1is to identify close to command methods to teach ph 1tics, discipline theories and reading styles.The traditional educational practices and methods were didactic the teacher talked and the prentice listened. Teachers were article of faith regardless of individual learning styles. More re centime educational methods yield to accommodate the polar learning styles and needs visual, auditory, phys ical, as it has been demonstrated by studies conducted by Dunn and Dunn (1979) that wee reported on perceptual learning styles, a term that describes the variations among learners in using one or much senses to understand, organize, and concur experience. In brief, a visual learner learn by ceremony a problem to solve, an auditory learner learns basic in all(a)y by earreach and a physical or kinaesthetic learner will learn by using and manipulating object and through the process.Generally speaking, the results of several(prenominal) studies as the one carried out by Bandler and Grinder demonstrated that students strongly favorite(a) kinaesthetic and tactile learning styles. They also pointed out that the kinaesthetic learner is the one that has more(prenominal) than problems in schools and it is probably repayable to the fact that this learning style is the less practised in schools.The learning style that is of pursual of this project is the kinaesthetic learner, that is to put, the experiential learning and the chalk up physical interest with a learning twituation.The research findings of Price, Dunn, and Sanders (1980) established that very young children be the virtually tactile/kinaesthetic learners.2Based on this approach, sue Lloyds, the occasion of Jolly Phonics states that Jolly Phonics is a systematic, sequential, phonics program designed to teach children to read. It emphasizes both the teaching of letter-sounds in isolation ( non in whole lyric poem) and then it goes to mix letter-sounds together to read a word.3Regarding the methodology to teach phonetics, in general, on that point atomic number 18 cardinal main approaches to teaching phonics analytical and synthetic.In analytic phonics, children are taught whole wrangling and later analyse their constituent parts, much(prenominal) as c-at or str-eet. In synthetic phonics, the key is to teach them sounds of letter and letter combinations first, then to combine those to fo rm lyric poem c-a-t or s-t-r-ee-t.Jolly Phonics is a method that uses the Synthetic phonics. This methodology is been implemented in the school I am actually doing the Practicum II as a visitant teacher. As an example of how the teacher works, I would say that if you teach the N, the action for N is to put out your ordnance store to be a buzzing aeroplane that flies saying Nnnnnnnnnn. This sponsors the children to remember which sound is associated with which letter, and it also makes it quite a fun to use.In auxiliary 1 and appendix 2, you ordure come to a accept the teacher universally uses to teach ESL using the Jolly Phonics method. It contains the regulate in which we should teach the sounds and the actions to perform cerebrate to them.3. THE CONTEXTNuestra Seora de los Dolores School, also known as Paulas, is located in Villena, a township in the province of Alicante. It is a private publicly founded day school beseeching an educational experience to boys and g irls from 3 to 16 years. The school was founded in 1950 as a charity school for the purpose of maintaining poor children in the city of Villena, and now occupies a site in the centre of the town and is one of the to the highest degree(prenominal) popular schools in the town.The school has 315 pupils distributed in Pre-primary (first floor), ancient ( twinkling and third floor) and Secondary Education (fourth floor).The aim Nuestra Seora de los Dolores School is to allow for an excellent education for all child, develop confidence, ability and skills within a Christian surround.The main purposes of the school board and staff are to understand the childs perspective and respond to individual needs and provide care, understanding and attendant on an individual basis. in addition, students are guided to explore and understand assurance in God and develop awareness of the needs of the world to help others.Every class has an average of 24 children and the classrooms are well equipp ed, sporty and well organised to make children feel comfortable.The group of learners I worked with for the research are in the class of Pre-Primary Year 3. In this class thither are 24 children (5 years old) but for the English sessions the Department of Languages considered at that signal were athe likes of many students in the classroom, so the group is divided into deuce halves. So the research was carried out with group A formed by 13 pupils.This year the work becomes more challenging for these pupils as they are prepared for the transfer to Primary Education. The pupils in this class are boost to become more independent and they learn to organise themselves and their belongings. The behavior of pupils is even and there are no pupils who present learning disabilities or picky difficulties. The students have established positive relations with each other and the consanguinity between teacher and students make the classroom a good environment to learn.They are taught by their course tutor most of the subjects but they also have lessons with just about other teachers (Gym, Music, English).Pupils have a calendar weekly English lesson (50 minutes). The children adhere the Jolly Phonics programme combined with other activities. Each week they have an English session during which they learn new letter sounds, the mental strains, the actions and how to write the letters for those sounds and close to voice communication that contains these sounds.4. DATA COLLECTIONIn order to harbor valuable data for this research, I have utilise several methods. I decided not to use a survey in a form of a questionnaire due to the young age of the students (5 years) and the lose of comprehension skills to carry out this kind of method. Considering this, the type of data imperturbable is soft (observation) and quantitative (pre and trademark bear witnesss). I lay in the data from a pre- essay originally starting the research project and I collected more dat a from a post test after the sessions. The test consisted of 10 spelling speech communication. The pupils received a score of 0 or 1 point per word. 0 for incorrect, 1 point for correct. This data is very important because we are testing the students previous knowledge with a pre test and then, we utilize a post spelling test to differentiate the findings.As I previously mentioned, there are 13 boys and girls in the last year of Pre-Primary class. All of them have received the same input for spelling and reading using the Jolly Phonics method. Children were unaware of they were participating in a research. The materials utilise for the sessions were the same the teacher normally uses, that is Jolly Phonics materials published by Jolly Learning Ltd. (See appendix 3).To carry out the pre and post test, the students were requested to set about it as an activity they would do normally in class. As with any other activity, the students were asked if they understood or whether they h ave any question before starting the activity. The participants followed the instruction given by the teacher. They completed a similar warm up activity and then, they completed the required activity. The activity consisted in writing with the correct spelling ten words their teacher dictated. (See appendix 4)The words were not chosen at random. The students have seen and worked with five of the words previously in class. These words were in the Jolly Phonics Book and they did some activities with them. The students did not know the other five words, but the words contained sounds they have previously seen during the English sessions.To complement the quantitative data and to rack up more valuable information, I included the qualitative data which consisted in taking experimental notes for later analysis. When interpreting the data collected from an observational rent, it is necessity to reduce the possibility to be bias. For that reason, the teacher offered to collaborate and it was decided to use also some observational notes of the teacher herself. The observation was carried out during the pupils normal English sessions to support the validity of the research.To observe this type of data I used a diary to write down the notes during the five sessions I observed the pupils. It was intended to use also a video camera to record some parts of the sessions, but I did not feel the permission of the head teacher to do it.The observers noted the students comments, interactions and general behaviour in the classroom when using the Jolly Phonics methodology to learn the sounds. The qualitative data from the two observers consisted in notes for later study.The observers used a guide to interpret the observations in order to follow the same criteria and then, the observers discussed their own findings to add more data to the research.The table below shows the common criteria the detective and the teacher keep backd to observe and noted the observations in a s cale from 1 to 5.OBSERVATIONOBSERVER 1 (Researcher)OBSERVER 2 (English Teacher)Motivation55Children remain focused, interested54Children able to follow the session33Participation and work545. DATA ANALYSISAs it was mentioned in the previous section, data was collected by both quantitative (pre/post test ad wagon traince) and qualitative (observation) to do the analysis.Quantitative data Pre and post testTo test the students, I used a point score system. The students could receive a score of 0 for incorrect spelling and 1 point for correct spelling. The pre and post test scores were analysed using a graph and a table to compare them.The graph below shows the scores for the pre and post test. This appears to suggest that the participant had do a good improvement within the period in between. summary of the graph shows the results of the pre and post test scores for the class. The purple bar indicates the total number of correct words the pupils wrote in the first test and the spic y bar indicates the total number of correct words pupils wrote in the indorse test. This graph appears to suggest that there was an increase of learning in the post test have a bun in the ovenn a few sessions after. However this result is too small for any authoritative conclusion.As you can compare in the table that is included in appendix 5, the first test turn out that the pupils make more mistakes in the words and all of them wrote incorrectly words like fun and bus.Regarding the second test, the most significant findings were that many of the words students made mistakes in the pre test were written correctly in the second test due to the fact that the teacher taught the a /a/, t /t/ sounds or the initial s /s/ in the sessions that took place after the first test.Nevertheless, it is necessary to remark, as bring forward it could be an important finding, that 95 per cent of the students wrote incorrectly the words fun and bus. These words contain the sound // that the teach er had also seen in class but perhaps it is necessary to remark it more or in different ways.If we look at the individual scores for both tests, very interesting points were find when comparing the lowest and highest scores and when looking at which students better mostMost children improved significantly the words that contain sounds they have learnt in class in the following sessions after having done the pre test. Almost all students wrote correctly the words the teacher included in the classroom activities.The scores of the female students were higher that the scores of the male students and this finding may agree with the studies that points out girls have better skills for arts than boys.Most students (99 %) failed to write the words that contain the sound // and spelling u, although the sound was explained in class and they made a ensure activity to distinguish it.In the second test, most students wrote correctly the words beginning with s ( whole step, snake) although it is a difficult sound for Spanish learners. They did not write the e before the s, which it is a real improvement for their pronunciation. These words were written incorrectly by 50 per cent of the pupils in the pre test and 90 per cent of the pupils wrote them correctly in the second test.Finally, we have to point out that there was also an increase in the words they did not know previously but contained the sound they have learnt in the session.Qualitative data- ObservationThe observations were carried our at Nuestra Seora de los Dolores School during the months of November-December, 2010 and during sixsome sessions of 50 minutes each.During these sessions, the teacher taught the 3 first groups of sound (see appendix 1) and also the songs and actions related to them (see appendix 2). There is also a worksheet to attend this learning in which students can trace the letter or letter combination that goes with the sound, and colour a picture of the word that is associated with the s ound. The students also compete games to review the sounds and its spelling and use some flashcards to learn to discriminate sounds.In session number 4, the teacher included in a cuff all the words they have learnt to review and she also included games in which the pupils have to match the sounds with the spelling and a picture (appendix 3).Following the carrying into action of all these activities in the classroom, it was observed high levels of enjoyment, motivation and enthusiasm among the students. The researcher and the teacher both noted that participation was also very high. The two observers solely agreed that the children remained focused and were able to work following the ill-treat the teacher required. The children enjoyed learning with this method and keep quite focused and most of them followed the teacher instructions without special difficulties. They were especially motivated when singing the song jibe to the sound they were learning. Also the level of motivat ion increased when they have to perform the action related to the sound.The frequent use of the Jolly Phonics characters Snake, achromatic and Bee made children learn in a fun and active way using them and they love to see and learn with these characters.Most of the children appeared to be totally focused on the activity and showed signs of enjoyment such as express emotion and expressing interest to learn another(prenominal) letter.To sum up, the data did not offer a final result an it is not possible to conclude or provide a definitive answer to the research question Does the implementation/use of the Jolly Phonics method in the classroom facilitate the development of the ability to pronounce any word that contains the sounds, particular sounds they have seen in the sessions?.Nevertheless, it seems that the teaching method is very motivating and that Jolly Phonics can urge on a childs love of learning through fun and interaction, and that it is a method to get children start to love English as we stated in the observational notes.Secondly, the research found that the method improved slightly the earreach skills and the pupils had reinforced the English phonemes through comparing and blending. Also the statistical and observational data presented could show the students improved their skills to link sounds with spellings after comparing the fist and second test.However, due to the general mistakes the students made in sounds like // corresponding to the u spelling, it would be necessary to focus more in some particular sounds depending on the native language of students.Finally, the observations could pointed out that by implementing a synthetic phonics programme, children can be taught to read at the phoneme level. But we have to take into account that this does not mean merely teaching them letter sound correspondences but also children have to be shown that the sequence of the phonemes in the spoken word match with the sequence of letters in the print ed word. relate to this, we can conclude, that for Spanish children, this method may works well if it is teaching with the correct pace and this is achieve not only through the oersight paid to the sounds themselves, but also because of the work on identifying sounds in words and on similar sounding words. To achieve that, it is necessary students learn mightily the sounds of English letters and understand how they work together.6. CONCLUSIONSTo carry out this research, it could have been made some improvements as to have available a semipermanent time between the pre and post test in order to get most accurate conclusions. Also, after considering the differences in the students abilities and the learning styles of each student, we can say that it would be better if the students learn just one sound per session to reinforce the corresponding sound and be able to match it correctly with their spelling.As we did not have the time, students learnt a few sounds per session and some o f the most difficult sounds were not reinforced properly.As the students have just one session of 50 minutes each every week, all of the letter sounds were taught very rapidly and the emphasis on how words are built up was poor. I could observe that the lack of time affected the results of the second test, especially when writing the words that contained the // sound because the students were not able to match the sound with the spelling u.Another of the aspects that could have been improved in the research is the lack of magnetic letters to practise pickax out the appropriate letters for a spoken word, pushing the letters together and sounding and blending the letters to form the word. I think it would be a great(p) help for the pupils to use them to improve their skills due to their age and learning skills.The data collection methods used for this research project were appropriate but I would have preferred to record some of the sessions. Also I could have been done a control te st at the middle of the research period to monitor the progress of the students work.Regarding the suggestions for future work, I consider that one way to improve the findings of the research is to obtain quantitative data using two different groups. One of the groups could use the Jolly Phonics method and the other group could use a different approach like analytic phonics. This comparative method could be of great help to compare the effects of teaching synthetic phonics and analytic phonics.I will conclude saying that the purpose in carrying out this study was to discover if teaching Jolly Phonics are effective to ensure that as many children as possible become competent readers of ESL, but I recognise that this is only one aspect of effective teaching of ESL.Also I would like to remark that the focus on pronunciation of this method could be of great help for children to become competent readers of English which is one of the weakest areas of Spanish pupils seeing the progress st udents made in the post test.7. REFERENCESSue Lloyds, (2005) The Phonics Handbook A Handbook for Teaching Reading, Writing and Spelling (Jolly Phonics S). Jolly Learning Ltd. U.K.Dunn, R. S. Dunn, K.J.(1978). Learning styles/teaching styles Should they . . . can they . . . be matched? Educational Leadership, pp. 238-244. London. Visited at http//www.ascd.org/ASCD/pdf/journals/ed_lead/el_197901_dunn.pdf on October 26th, 2010.Bandler, Richard (2000). De sapos a principes. Cuatro Vientos. Santiago de Chile. Visited at http//www.agba.org.ar/enfoque/xautor.pdfJoy M. Reid. The Learning fashion Preferences of ESL Students. TESOL QUARTERLY, Vol. 21, No. 1, March 1987.Nunan, D. (1992) Research Methods in Language Learning. Cambridge Cambridge University Press.Rhona Johnston and Joyce Watson. ( 2005) The effects of synthetic phonics teaching on reading and spelling attainment. Published at http//www.scotland.gov.uk/Publications/2005/02/20688/52449 blade pageswww.jollylearning.co.uk/www.joll ykingdom.comwww.readaustralia.com/about_jolly_phonics.htmhttp//www.ltscotland.org.uk/learningteachingandassessment/curriculumareas/languages/litandenglish/index.asphttp//en.wikipedia.org/wiki/Action_researchhttp//www.teachingenglish.org.uk/transform/teachers/teacherdevelopment-tools/action-researchhttp//www.wordreference.com9. APPENDICES vermiform process 1Guide the teacher normally uses to teach ESL using the Jolly Phonics method. It contains the order in which we should teach the sounds and the actions to perform related to themLearning the letter soundsIn Jolly Phonics the 42 main sounds of English aretaught, not just the alphabet. The sounds are in sevengroups. any(prenominal) sounds are written with two letters,such as ee and or. These are called digraphs. oo andth can each make two different sounds, as in book andmoon, that and three. To distinguish between thesetwo sounds, the digraph is equal in two forms.This is shown below.1. s a t i p n2. c k e h r m d3. g o u l f b4. a i j oa ie ee or5. z w ng v oo oo6. y x ch sh th th7. qu ou oi ue er arEach sound has an action which helps childrenremember the letter(s) that represent it. As a childprogresses you can point to the letters and see how readily they can do the action and say the sound. Oneletter sound can be taught each day. As a childbecomes more confident, the actions are no longernecessary. There is a list of all of the letter soundsand their corresponding actions on page 8 of thisguide.Children should learn each letter by its sound, not itsname. For example, the letter a should be called a (asin ant) not ai (as in aim). Similarly, the letter nshould be nn (as in net), not en. This will help inblending. The names of each letter can follow later.The letters have not been introduced in alphabeticalorder. The first group (s, a, t, i, p, n) has been chosenbecause they make more unbiased three-letter wordsthan any other six letters. The letters b and d areintroduced in different groups to avoid confus ion.Sounds that have more than one way of being written areinitially taught in one form only. For example, the soundai (rain) is taught first, and then alternatives a-e (gate)and ay (day) follow later.(Sue Lloyd, 2001)Appendix 2The Actionss Weave hand in an s shape, like a snake, and say ssssss.a Wiggle fingers above elbow as if ants travel on you and saya, a, a.t Turn head from side to side as if watching tennis and say t, t, t.i take to be a mouse by wriggling fingers at end of wreathe andsqueak i, i, i.p reach to puff out candles and say p, p, p.n Make a noise, as if you are a plane find arms out and saynnnnnn.c k Raise hold and snap fingers as if playing castanets and sayck, ck, ck.e Pretend to tap an egg on the side of a pan and spin it into thepan, saying eh, eh, eh.h Hold hand in front of spill the beans panting as if you are out of breathand say h, h, h.r Pretend to be a puppy holding a typography of rag, shaking head fromside to side, and say rrrrrr.m Rub commode as if seeing tasty food and say mmmmmm.d bring turn over up and down as if playing a prink and say d, d, d.g Spiral hand down, as if water sledding down the drain, and say g, g, g.o Pretend to turn light merchandise on and off and say o, o o, o.u Pretend to be putting up an umbrella and say u, u, u.l Pretend to influence a lollipop and say ll llll.f Let hands quietly come together as if toy fish deflating, andsay ff f f f f.b Pretend to hit a junkie with a bat and say b, b, b.ai Cup hand over ear and say ai, ai, ai.j Pretend to wobble on a plate and say j, j, j.oa Bring hand over mouth as if you have done something wrongand say ohie Stand to wariness and salute, saying ie ie.ee or Put hands on head as if ears on a donkey and say eeyore, eeyore.z Put arms out at sides and pretend to be a bee, saying zzzzzz.w Blow on to open hand, as if you are the wind, and say wh, wh, wh.ng Imagine you are a weight snarfer, and pretend to lift a heavyweight above your head, saying ngv Pret end to be holding the steering wheel of a van and say vvvvvv.oo ooMove head back and forth as if it is the cuckoo in a cuckoo clock,saying u, oo u, oo. (Little and long oo.)y Pretend to be eating a yoghurt and say y, y, y.x Pretend to take an x-ray of someone with a camera and sayks, ks, ks.ch Move arms at sides as if you are a train and say ch, ch, ch.sh locate index finger over lips and say shshsh.th th Pretend to be naughty clowns and stick out tongue a piffling forthe th, and further for the th sound (this and cockle).qu Make a ducks beak with your hands and say qu, qu, qu.ou Pretend your finger is a needle and prick thumb saying ou, ou, ou.oi Cup hands around mouth and shout to another boat saying oiship ahoyue Point to people around you and say you, you, you.er Roll hands over each other like a mixer and say ererer.ar Open mouth encompassing and say ah. (British English)Flap hands as if a seal and say ar, ar, ar. (Nth Am English)(Sue Lloyd, 2001)Appendix 3Some of the mater ials used in the sessionsAppendix 4Words the teacher dictated to do the pre and post test.sit handten funcat redbus stepspot frog