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The development of good reading comprehension depends on fluent wordrecognition skill (Adams, 1990; Perfetti, 1985). Here phonics instruction is defined asexplicit teaching about individual letter-sound correspondences, their sequences(including spelling patterns), and the pronunciation of corresponding sounds. Thephonics instruction has its own advantages. For example, Chall (1967) finds thatphonics teaching advantages readers in word recognition and it also helps students gethigher levels of comprehension and vocabulary than the children taught by othermethods by the end of second grade.良好的阅读理解能力的发展依赖于一口流利的单词识别技能（亚当斯，1990年，不凡帝，1985）。拼读指令在这里被定义为个别信声音对应，它们的DNA序列（包括拼写模式），和对应的声音的发音有关的明确的教学。的拼音指令有其自身的优势。例如，查尔（1967）发现，拼音教学的优势读者在字识别，它也可以帮助学生获得更高层次的理解和词汇年底通过其他方法教二年级的孩子比。

1.1 Research Background
探测和拼写话说出来，即使英语母语最困难的方面之一，更不用说英语作为第二语言的初学者。在中国，学习英语已经成为一种流行趋势，尤其是小学生和学龄前儿童。英语的能力已经比以前更加强调。所以这也许是一个巨大的挑战，在中国探索出一条有效的途径，有助于初学者学习英语的小学英语教师。在中国的小学，学生学习英语单词的发音，重复多次后，教师或磁带。有时候，他们必须使用拼音或英文字符作为辅助设备来读取正确的英文单词，通常被证明是无效的方式。至于词汇教学方法，有的老师只是解释的话，告诉学生背诵单词的死记硬背。这种单一被动的教学方法，使学生往往感到枯燥。
Sounding and spelling words out is one of the most difficult aspects even forEnglish native speakers, let alone English as the second language beginners. In China,learning English has become a popular trend, especially for primary school students andpre-school children. English competence has been emphasized more than ever before.So it is perhaps a great challenge for English teachers of primary schools in China toexplore an effective way to help beginners learn English well.In primary schools in China, students learn the pronunciation of English words byrepeating after teachers or tapes for many times. Sometimes they have to use Pinyin orChinese characters as auxiliary devices to read the English words correctly, whichusually proves to be an ineffective way. As for the vocabulary teaching method, some teachers just explain the words and tell students to memorize the words by rote. Thissingle passive teaching method makes students often feel boring. Other teachers usedirect method through daily used objects, but only the everyday concrete words can betaught. For unfamiliar words, students usually cannot read them correctly. Beyond that,the most popular alphabetic system of phonetic notation adopted in China is theInternational Phonetic Alphabets (IPA). With the help of IPA, students can know thepronunciation of the word. However, most primary school students cannot sound outunfamiliar words, even though they can resort to use a dictionary. As some phoneticsymbols are very similar to each other, students become confused sometimes. If theyoung learners are taught the phonetic symbols along with the alphabet, they becomeeven more confused because of their recognition ability.
The early Catholic Church conducted all of its services in Latin in the 16thcentury.This led Martin Luther and his followers to transcribe Bible from Latin to English. Theyset about developing an easy way of learning to read. In other words, Luther and hisfollowers invented phonics. For the next 20 years the phonics system of learningremained basically unchanged. The core ideas was constant repetition of alphabeticcode training, syllable memorization and finally decoding words by “sounding themout”. This can be an interesting situation where a child can read a word properly yet hasno idea what the word means. In the 19thce本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。