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EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

TEACHER QUALITY AND PHONICS TEACHING IN NURSERY SCHOOL

TEACHER AND PHONICS TEACHING IN NURSERY SCHOOL

CHAPTER ONE

INTRODUCTION

1.1 THE ’S BACKGROUND

It is impossible to overstate the importance of phonics. The numerous benefits of phonics to the development of nursery school ents are well known. Phonics is once again a hot topic, and teachers, parents, and school officials are all discussing it. Everyone seems to agree that we need the best teachers possible to teach phonics, and almost everyone has an opinion on how it should (or should not) be taught.

The issue of teacher phonics quality is not a new one, as it has a significant impact on ents’ learning abilities. However, one of the most prominent reading experts of his time, Paul McKee (1934), wrote the following:

The issue of teacher quality in phonics instruction has sparked considerable debate.

Some educators believe that some phonics teachers are not only ineffective and wasteful, but also harmful to the best interests of a reading program. Others believe that phonics instruction is essential because the child must be able to attack unfamiliar words. There have also been disagreements about how much phonics should be taught, when it should be taught, and what methods should be used. In fact, the author is unaware of any issue that has sparked more debate.

When McKee wrote these words, there was little knowledge on which to base decisions about the quality of phonics teachers. In the decades since, we’ve learned a lot about how the brain works, how children learn, and how words are structured. In the following chapter, we will first summarize how the quality of teachers influences the ability of elementary school ents to learn phonics.

1.2 MENT

There are numerous issues that influence teachers’ quality in teaching phonics in Nigerian nursery schools.

Despite the fact that this y’s other related problems are those caused by congenity clarity. what you’re trying to do and understanding where you’re trying to go and why you’re going there are two aspects of cognitive clarity. When you have cognitive clarity about a task, you are more likely to persevere in your efforts because you anticipate the outcomes.

1.3 THE ’S OBJECTIVES

The y’s overall goals are as follows:

1. To identify the issues associated with teaching phonics in nursery school.

2. Outline the challenges, constraints, and various impediments to high-quality phonics teachers.

3. To ascertain how teachers’ inability to teach phonics affects ents.

4. Make several suggestions for improving the quality of phonics instruction.

1.4 QUESTIONS FOR RESEARCH

For a better understanding of the subject matter, the following were proposed during the course of this y.

1. Do phonics teachers have a sufficient understanding of the fundas of phonics?

2. Do teachers recognize the significance of teaching phonics in nursery school?

3. Can these phonics teachers distinguish between different phonics for reading and spelling?

4. Does a teacher’s ability to teach phonics influence ents?

1.5 THE ’S OBJECTIVE

The y’s goal is to determine the impact of teacher quality on phonics instruction in nursery school. The research is limited to five nursery and primary schools in Benin City, Edo State, where it hopes to gather information from current nursery school teachers. The following schools are on the list:

Akoko-Edo ary School

Nursery and Primary School Aunty Maria

Brigade Primary and Nursery School

St Mary Primary and Nursery School

Jefferson School District

1.6 THE ’S SIGNIFICA

The y is being conducted to determine the impact of teacher quality on phonics instruction in nursery schools. The discovery of this work, on the other hand, will go a long way toward making phonics instruction appropriate for nursery school ents.

Teachers will be made aware of the importance of teaching phonics, and the educational knowledge involved will be appropriately directed, thereby resolving the problem of teaching and learning phonics. This will be made more effective, and both teachers and ents will benefit academically.

 

 

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TEACHER AND PHONICS TEACHING IN NURSERY SCHOOL

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