Teachers’ use of phonics, knowledge of language constructs, and preferred word identification prompts in relation to beginning readers

New Zealand literacy teaching methods are mainly the whole language. Clear code-oriented literacy education is not favored, but most teachers are considered to include phonetics in their literacy course. There is no research report on the use of phonetics at schools in New Zealand. We analyzed the survey results of 666 primary school teachers using voice education. We also evaluated the basic language structure related to the success of fast reading, and 55 teachers participated in literacy education professional development program. The word recognition prompt task based on the six general word error scenarios experienced by beginners is also managed. According to the results of the speech survey, 90% of the teachers said that they are using sound for literacy education. Knowledge of the basic language structure varies. Knowledge of both speech and phoneme is generally excellent, but understanding of speech and morpheme structure is relatively weak. Only 40% of the first word recognition hints are focused on word level information; the rest (60%) is based on background and non-specific. I explained the influence of these investigation results on beginners

The purpose of phonetics is to allow the reader to interpret the new words uttered, or to mix the spelling patterns in the vocabulary. Phonetics is a complex way, and therefore often contrasts with the whole language, as it focuses on the units spoken and written in the language, a word-level philosophy to teach reading . In 1570, John Hart first proposed the basic principles of phonetics. Since the beginning of the 20th century phonetics has been widely used in primary English education and education everywhere in the English speaking world. Synthetic phonology is a way to teach reading in the education system in the UK and Australia.

New Zealand literacy teaching methods are mainly the whole language. Clear code-oriented literacy education is not favored, but most teachers are considered to include phonetics in their literacy course. There is no research report on the use of phonetics at schools in New Zealand. We analyzed the survey results of 666 primary school teachers using voice education. We also evaluated the basic language structure related to the success of fast reading, and 55 teachers participated in literacy education professional development program. The word recognition prompt task based on the six general word error scenarios experienced by beginners is also managed. According to the results of the speech survey, 90% of the teachers said that they are using sound for literacy education. Only 40% of the first word recognition hints focus on word level information; the rest (60%) is based on background or non-specific

Teachers use speech, knowledge of language structure, and hints of preference for word recognition related to beginners

The entire language is considered a "top-down" approach to laying out their personal meaning based on their use of their previous knowledge to explain the meaning of the content they are reading. Teachers need to provide students with a readable and writable environment that combines speaking, listening, reading and writing. - Follow the path to success, happiness, and achievement Always observe yourself, look for inner peace, find your purpose, pursue it hard, and achieve our goal, I will start by shaping my life. Without sustainability and effort it will not succeed. A life without instruction may lead an uncertain path and may not be satisfied. Life without inner peace is also a true happy life.