Phonics development is an important aspect of kindergarten learning because it connects letters to sounds. Kindergarten teachers often integrate systemic strategies in their lessons so as to help readers develop better understanding. The best strategy that children respond to is the sound and picture mix. Such a strategy involves presenting pictures that concur with the alphabet letter. This strategy works because a child often learns some names of objects before they understand letters and words. The pictures will help in bridging the child's understanding of phonics (Ehri & Flugman, 2018).
According to Cihon et al (2018), picture charts can be used in individual or group activities to teach the child sounds. For example, a child does not know how to write flower but they know what a flower looks like. When the letter f is incorporated into a drawing of a flower, the child makes the connection easily. The authors also adds that the kindergarten teacher can use picture charts to teach the children basic sounds. The children may then repeat the sounds out loud by following the teacher’s prompt. After this exercise is complete, the teacher can evaluate individual progress by asking children to repeat individual sounds that the teacher has chosen
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Ghoneim and Elghotmy (2015) also point out that teachers can set up fruit trees charts with the names and pictures of different fruits. The students can then pin up the names or letters of those fruits. This can be done as a group activity that will help the teacher evaluate progress. Individual progress can be gauged using flashcards and fill in the blank pictures. According to Ghoneim and Elghotmy (2015), these can be used as class room based assignments that each child must handle personally. The assignment can be done towards the end of lesson learning because the child will have gained a better understanding of the different phonic skills. Finally the child can boost their skills through picture related homework and repeated exposure to such teaching aids.
References
Cihon, T. M., Gardner III, R., Morrison, D., & Paul, P. V. (2008). Using visual phonics as a strategic intervention to increase literacy behaviors for kindergarten participants at-risk for reading failure. Journal of Early and Intensive Behavior Intervention , 5 (3), 138.
Ehri, L. C., & Flugman, B. (2018). Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students. Reading and Writing , 31 (2), 425-456.
Ghoneim, N. M. M., & Elghotmy, H. E. A. (2015). The effect of a suggested multisensory phonics program on developing kindergarten pre-service teachers' EFL reading accuracy and phonemic awareness. English Language Teaching, 8 (12), 124.
