i d i n g

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 Com
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text c s
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of pr ugh the acting w t
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Pard
o , 200
4
 Levels of
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 De te a ti ve :
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66 Words
Com
p onen
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Read
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 ts o f
pone ng
Com Readi
 Voc
ab ular
y is
com contribu a princi
preh tor t pal
and ension, o

RY
Voca a ch i f u en
UL A b u la e vem cy,
is bo ry d ent.
th a evel
co m n ou o pm
p r t c e nt
prec e he n o me
urso sio n of
AB

mea r to an d
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muc s maki h word t
VOC

h as ng u
com 708 p as
preh 0% o
e ns i f
Brom o n .
ley (2
007:
528)
 The
limit

RY
the s of
l i m my l
UL A know its o a n gu
is w f my m age
h at a
I hav ind. Al re
e wo lI
rds f
or
AB

Witt
ge n s
tein
(195
VOC

3)
 It co
n
unde sists of
rsta t
nd w he word
We

RY
h e n: s we
he a r
(rec o
UL A epti r read t
Wo ve v
o cab
he m
rds w ular
(exp e sp y)
ress e ak
We b ive or w
AB

uild voc rite

pick vo a bu
i ng u c ab u l lary
or h p ary ).
w
VOC

e ar ords by
instr a nd t that
u h w
othe ction fro rough d e read
r pro m te irect
fess
iona achers o
ls. r
 L IS T
E
word NING V
s
u n d e w e n e e O C A BU
rsta d L
nd w to kno ARY t

OF
hat w to he
we h

LARY
SPE ea r
AK I
S
word NG
s we VOC
TYPE

R ea u s A BU
d i ng e wh LAR
we n Voca e n we Yt
AB U
eed bula s p he
read to u r e
nder y the ak
st a n w
d wh ords
WR at w
VOC

IT IN e
word GV
s we O CA
us e B UL
in w ARY
r i t i n the
Meh
i
g
ga n
( 200
9: 18
3- 19
6)
Voc
a b u l
ary
C l a s
s i f c
atio
n
Pho n
oligi
Awe cal
ness
Phon /
ics
 cal
s
nic s
r nes
ne ti
Ability to recognise, combine and
Pho manipulate the diferent sounds of
Awe
Pho

spoken words

The combination of (letters) in

written language and phonemes
(sounds) in spoken language and
how to use these
correspondences to read and spell
 l
e t ic a
s
rnes Phonetical awerness is an
umbrella term. It can be defned
Phon

in the following levels:

Awe

Sylabic Onset and Rime Phonemic

Awerness Awareness
Awe bic
This

s
rnes
invo
a)Sy lves
Sylla
l la b l :
b) S e ble
egm ndin
e n g,
c) Is tatio
olati n
on.
 The
teac
dem her
onst

in g
sayi r
ng a ates thi
po- word s by
ta-to
pro such as
le n d sylla
bles noun
seco with cing
nd i n one
betw terv
e a
b le B

aski en them ls
ng p
this upils before
word Wh
? a t is
Sylla
 Teac
h
segm er prese
n
obje entation ts word
c s
sayi ts or pic by show for

e
t ion
n t i
stud g the wo ures or ng real
Segm Syllabl dow
ents rd a
n
-sill. to segm d askin ply
by s
im
reinf K e g
orce inaesth nt it e.g the
etic . win
e n ta men
here
i t -
their .e. get t can be
h h
their two han e stude elpful
d n
their heads fo s and to ts to us
r e
sylla shoulde the frs touch
b rs t
sylla le, their for the syllable
b s ,
toes le, knee hips for econd
f s t
get or the f for the he third
the
say child fth. Alte fourth a
ren rnat
ho w
m an to cla ively nd
y sy p
llabl and als
es. o
 Sylla
b
2 sy le Isola
ll ti
to b able wo on: teac
e rd h
exam compou s which er pres
n e
play ple, pos d word also hap nts

on
g t s, p en
pres round e man, pla for
e tc y
aske nted ora . The w time,
ola t i d l
sylla to say ly and t rds are
b th h
o
adva le on its e frst p e pupils
n a a
The cing to own bef rt or fr re
t t o st
sylla eacher t he seco re
n
l e Is

b h
com le word en proc d syllab
p s e le
teac ound w which a eds to 2 .
h ords r
stud -er, ta- for e e not
e b x
sylla nts to s le, etc. a ample,
b a
b

n
Sylla le or th y either d asks
b e t the
3 an les can second he frst
Sylla

d ma then sylla
ybe b b
4 sy e isola le only.
llabl t
e wo ed using
rds.
 All s
y
onse llables c
t a
word s and ri n be div
mes
All s b a t b . For ided up
y = e in
sylla llables h onset, xample to

)
e
bles ave at = , the
Child
mi n g
have r i mes rime.
m r
and en with
o n sets
.
b ut no
t a ll
rime abili
a) rec
i
can: ty to
e t- R
it e n use
b)tel urse onse
ry rh t
l you yme
(Rhy
pictu if wo s
r rd
anot es of) rh s they h
h
On s

y e
sele er i.e. d me wit ar (or s
c) thi ct rhymingiscriminatheone ee
nk u word and
visu p word s
a s to
word l cue or rhym
o
inde e. gen ally pre e with a
i . r
pend er s
ently ate rhy ented
(Ni M ming w
hurc o
hu, 1 rds
998)
 Phonics is a method of instruction
that teaches students
correspondences between
graphemes (letters) in written
nics
language and phonemes (sounds)
in spoken language and how to
use these correspondences to
Pho

read and spell. Phonics instruction

is systematic when all the major
grapheme phoneme
correspondences are taught and
they are covered in a clearly
defned sequence. (DES, 2006, p.
18).
 The ability to say the sound of the
letters
1

ce
The abilitu to sound out and read
CVC words
2
qu en
The ability to sound out and read 4
letter words with initian and fnal
3 blends
c se

The ability to understand and read

4 vocel digrams (long vowel sounds)
i
Phon

The ability to segment and read

5 mutisyllabic words.