Posted: May 13th, 2015

phonological adaptations

According to Whitehurst and Lonigan (1998), phonological adaptations involve an evaluation of how literacy is constructed and implemented. Bryant, MacLean, Bradley, and Crossland (1990), believe that phonological experience is generated when children display an appetite for rhyme and prose. The most difficult phase of phonemic awareness is comprised of cognitive comprehension that words consist of individual sounds and are able to regulate these sounds through separation, destruction or transforming the phonemes in the words to formulate new words. Perfetti, Beck, Bell, and Hughes (1987), argue that the development of basic stages of phonological awareness define speech at initial stages. With the increase of speech, children acquire more sophisticated levels of phonological comprehension.

The theories of Vygotsky (1978), describe how individuals and nations influence the development of literacy. The stages of verbal development are the capacity to create the circumstances in which children would usually experience their first incident with literacy language hence making it most essential. Vygotsky (1978), described language development as a social process and emphasized that children actively got involved in literacy development through their exposure to sociological factor in the course of their lives. He also envisaged verbal development as a social process and described his thoughts in this manner: through these encounters, the child assimilates the strategies for understanding the universe around them.

Language is a sociocultural constructed tool used for the expedient purpose of conveying and transferring of information in society. It is unfeasible to assess the complete ability of literacy advancement, the result of its transmission, without making reference to both inherent and coherent factors which impacted. Therefore, literacy advancement occurs as a consequence of the interrelation and social experience, parlance, objective and sub consciousness.

Teachers should take into account individual differences when formulating instructions for language minority learners. These learners are not a uniform group; they differ in various ways from age when they set foot in a new country, learning history, intellectual capacity, socioeconomic status, preferences and concerns. The significance of considering such aspects is enumerated by the evidence that levels of English competence in individual children affects the success of learning approaches.

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