Does Jolly Phonics Help Pronounce Words British Language Essay

This research study set out to answer the study question "Does the execution/use of the Jolly Phonics method in the school room facilitate the development of the ability to pronounce sounds and recognise any expression which has them, particular does sound they have observed in the lessons?"

The project will try to research the impact of pupils' improvement in reading and spelling using the Jolly Phonics technique.

The purpose of this research is to learn if the use of this new technique achieves the student's development of the capability to pronounce any word that contains the audio they have seen even although it is in a fresh word they may have nor learnt or read previously in the class room.

The importance of this research lays on the need of demonstrate that to read English well and also have strong communication skills, students must learn properly the noises of English words and understand how they work together.

The idea of carrying out this research came after i knew about the Jolly Phonics methodology for the very first time. It was through the Practicum period. The British teacher had presented this technique in the institution I attended this past year.

I decided to investigate if this technique would succeed or not because I consider it is important to find ways to enhance the methodologies and also to find new ways to introduce in class to make our children improvement. This new method is ways to add a phonics-based training as part of the curriculum and it is very important to know if it is effective for the pupils.

If the study states that Jolly Phonics is a thorough method for reading and writing because it teaches the letter sounds in an gratifying, multi sensory way, and allows children to use them to learn and write words and improve pronunciation, I will definitively make use of it in my class room when I begin working as an British teacher in the future.

At the finish of the research period, if children in the JP group are found to have better skills in phonemic knowledge and perform better on writing does sound to dictation, it could display that Jolly phonics is a way that also confirms the potency of using a fabricated program to teach reading and writing skills to children learning British as another language.


The purpose of this books review is to identify some teaching methods to instruct phonetics, learning ideas and learning styles.

The traditional educational routines and methods were didactic: the educator spoken and the learner listened. Teachers were teaching no matter individual learning styles. Newer educational methods try to accommodate the several learning styles and needs: aesthetic, auditory, physical, as it has been showed by studies conducted by Dunn and Dunn (1979) that have reported on perceptual learning styles, a term that identifies the modifications among learners in using one or more senses to comprehend, organize, and retain experience. In quick, a aesthetic learner learn by watching a problem to resolve, an auditory learner learns basically by hearing and a physical or kinaesthetic learner will learn by using and manipulating object and through the action.

Generally speaking, the results of several studies as the main one completed by Bandler and Grinder exhibited that students firmly preferred kinaesthetic and tactile learning styles. They also remarked that the kinaesthetic learner is the one that has more problems in universities and it is probably because of the fact that this learning style is the less practised in colleges.

The learning style that is of interest of this job is the kinaesthetic learner, that is to say, the experiential learning and the full total physical involvement with a learning situation.

The research findings of Price, Dunn, and Sanders (1980) set up that "babies and toddlers are the most tactile/kinaesthetic learners".

Based on this way, Sue Lloyds, the inventor of Jolly Phonics state governments that "Jolly Phonics is a systematic, sequential, phonics program designed to teach children to read. It emphasizes both teaching of letter-sounds in isolation (not in whole words) and then it would go to blend letter-sounds alongside one another to read a word".

Regarding the strategy to teach phonetics, generally, there are two main approaches to coaching phonics: analytic and artificial.

In analytic phonics, children are trained complete words and later analyse their constituent parts, such as c-at or str-eet. In man-made phonics, the key is to instruct them tones of letters and letter mixtures first, then to combine those to create words: c-a-t or s-t-r-ee-t.

Jolly Phonics is a way that uses the Synthetic phonics. This strategy is been implemented in the school I am actually doing the "Practicum II" as a visitor educator. As an example of how the teacher works, I would say that if you teach the N, the action for N is to put out your arms to be a "noisy aeroplane" that flies saying 'Nnnnnnnnnn". This can help the children to remember which sound is associated with which letter, looked after makes it quite fun to work with. In appendix 1 and appendix 2, you can talk to helpful information the educator normally uses to instruct ESL using the Jolly Phonics method. It includes the order in which we should teach the does sound and the actions to perform related to them.


Nuestra Se±ora de los Dolores Institution, also known as "Paulas", is found in Villena, a town in the province of Alicante. It is an exclusive publicly founded day college offering an educational experience to children from 3 to 16 years. The school was founded in 1950 as a charity institution for the purpose of keeping poor children in the city of Villena, and now occupies a site at the heart of the city and is one of the most popular classes in the city.

The school has 315 pupils distributed in Pre-primary (first floor), Most important (second and third floor) and Supplementary Education (fourth floor).

The purpose Nuestra Se±ora de los Dolores Institution is to provide an excellent education for every child, develop self confidence, ability and skills within the Christian environment.

The main purposes of the institution board and staff are to comprehend the child's perspective and respond to individual needs and offer treatment, understanding and support on a person basis.

Also, students are guided to explore and understand beliefs in God and develop knowing of the needs of the world to help others.

Every class has an average of 24 children and the classrooms are well outfitted, colourful and well organised to make children feel safe.

The band of learners I worked with for the study are in the class of Pre-Primary Calendar year 3. In such a school there are 24 children (5 yrs. old) but for the English sessions the Department of Languages considered there were too many students in the classroom, so the group is split into two halves. Therefore the research was completed with group A created by 13 pupils.

This year the work becomes more challenging for these pupils as they are ready for the copy to Key Education. The pupils in this category should become more impartial and they learn to organise themselves and their items. The behavior of pupils is correct and there are no pupils who present learning disabilities or special challenges. The students established positive relationships with the other person and the relationship between educator and students make the school room a good environment to learn.

They are trained by their course tutor almost all of the subjects however they also have lessons with various other teachers (Health club, Music, English).

Pupils have a regular English lessons (50 minutes). The kids follow the Jolly Phonics program combined with alternative activities. Each week they may have an English time during which they learn new notice sounds, the tunes, the actions and exactly how to create the characters for those tones and some words that contains these may seem.


In order to acquire valuable data for this research, I've used several methods. I decided not to use a survey in a kind of a questionnaire because of the young age of the students (5 years) and the lack of comprehension skills to carry out this kind of method. Considering this, the type of data gathered is qualitative (observation) and quantitative (pre and post tests). I accumulated the info from a pre-test prior to starting the research project and I gathered more data from a post test after the lessons. The test consisted of 10 spelling words. The pupils received a credit score of 0 or 1 point per expression. 0 for inappropriate, 1 point for accurate. This data is vital because our company is examining the student's previous knowledge with a pre ensure that you then, we used a post spelling test to compare the conclusions.

As I earlier mentioned, there are 13 boys and girls in the last time of Pre-Primary school. All of them have obtained the same suggestions for spelling and reading using the Jolly Phonics method. Children were unaware of they were participating in a study. The materials used for the classes were the same the professor normally uses, that is Jolly Phonics materials printed by Jolly Learning Ltd. (See appendix 3).

To carry out the pre and post test, the students were requested to take it as a task they would do normally in school. As with any activity, the students were asked if they understood or whether they have any question prior to starting the experience. The participants implemented the instruction given by the educator. They completed a similar warm-up activity and then, they completed the required activity. The activity consisted on paper with the correct spelling ten words their instructor dictated. (See appendix 4)

The words were not chosen randomly. The students have seen and worked with five of what previously in category. These words were in the Jolly Phonics Reserve and they have some activities with them. The students did not know the other five words, but the words contained may seem they have previously seen during the English sessions.

To go with the quantitative data also to add more valuable information, I included the qualitative data which consisted in taking observational records for later analysis. When interpreting the data accumulated from an observational research, it is necessary to lessen the opportunity to be bias. For that reason, the teacher offered to collaborate and it was made a decision to use also some observational notes of the professor herself. The observation was completed through the pupils' normal British sessions to aid the validity of the research.

To observe this type of data I used a diary to write down the notes through the five classes I noticed the pupils. It was designed to use also a video camera to track record some parts of the periods, but I did not obtain the permission of the head teacher to do it.

The observers observed the students' reviews, interactions and general behavior in the classroom with all the Jolly Phonics strategy to learn the does sound. The qualitative data from the two observers consisted in records for later research.

The observers used helpful information to interpret the observations to be able to check out the same conditions and then, the observers mentioned their own conclusions to add more data to the study.

The stand below shows the normal conditions the researcher and the educator agreed to see and known the observations in a size from 1 to 5.


OBSERVER 1 (Researcher)

OBSERVER 2 (English Teacher)




Children remain targeted, interested



Children able to follow the session



Participation and work




As it was described in the last section, data was collected by both quantitative (pre/post test ratings) and qualitative (observation) to do the evaluation.

Quantitative data - Pre and post test

To test the students, I used a spot report system. The students could receive a report of 0 for wrong spelling and 1 point for appropriate spelling. The pre and post test ratings were analysed utilizing a graph and a desk to compare them.

The graph below shows the scores for the pre and post test. This appears to claim that the participant got made a good improvement within the period in between.

Analysis of the graph shows the results of the pre and post test scores for the class. The purple club indicates the full total number of accurate words the pupils composed in the first ensure that you the blue bar indicates the total number of accurate words pupils composed in the second test. This graph appears to suggest that there was an increase of learning in the post test considered a few classes after. However this end result is too small for just about any real summary.

As you can compare in the desk that is included in appendix 5, the first test demonstrated that the pupils made more mistakes in the words and all of them wrote improperly words like "fun" and "bus".

Regarding the second test, the most significant findings were that many of the words students made blunders in the pre test were written correctly in the next test due to the fact that the instructor taught the a /a:/, t /t/ sounds or the initial s /s/ in the consultations that took place following the first test.

Nevertheless, it's important to remark, as think maybe it's an important finding, that 95 % of the students wrote incorrectly what "fun" and "bus". These words contain the audio /‰/ that the instructor had also observed in course but maybe it's important to remark it more or in several ways.

If we look at the individual results for both testing, very interesting tips were noticed when comparing the cheapest and highest scores so when looking at which students upgraded most

Most children increased significantly what that contain does sound they have learnt in class in the following classes after having done the pre test. Almost all students wrote effectively the words the teacher contained in the class room activities.

The ratings of the female students were higher that the ratings of the male students and this finding may buy into the studies that highlights young ladies have better skills for arts than boys.

Most students (99 %) didn't write what that contain the audio /‰/ and spelling "u", however the sound was described in class plus they made a match activity to tell apart it.

In the next test, most students composed correctly the words you start with s (step, snake) though it is a difficult audio for Spanish learners. They didn't write the e prior to the s, which it is a genuine improvement because of their pronunciation. These words were written incorrectly by 50 per cent of the pupils in the pre ensure that you 90 % of the pupils published them appropriately in the next test.

Finally, we have to point out that there was also an increase in the words they did not know previously but comprised the sound they have got learned in the session.

Qualitative data- Observation

The observations were carried our at Nuestra Se±ora de los Dolores College during the a few months of November-December, 2010 and during six periods of 50 minutes each.

During these lessons, the teacher taught the 3 first sets of sound (see appendix 1) as well as the songs and actions related to them (see appendix 2). There is also a worksheet to come with this learning in which students can trace the letter or letter combo that complements the audio, and colour a picture of the word that is associated with the audio. The students also performed games to review the sounds and its own spelling and use some flashcards to figure out how to discriminate noises.

In session #4 4, the educator contained in a pack all what they may have learnt to examine and she also included game titles in which the pupils have to match the tones with the spelling and a picture (appendix 3).

Following the execution of most these activities in the school room, it was detected high degrees of enjoyment, determination and enthusiasm among the students. The researcher and the tutor both noted that involvement was also very high. Both observers totally decided that the kids remained focused and were able to work following a pace the instructor required. The children savored learning with this method and keep quite concentrated and the majority of them adopted the teacher instructions without special troubles. These were especially determined when singing the song corresponding to the sound these were learning. Also the level of drive increased when they have to perform the action related to the audio.

The repeated use of the Jolly Phonics personas: Snake, Inky and Bee made children learn in a fun and active way using them and they love to see and learn with these heroes.

Most of the children appeared to be totally centered on the experience and showed signs or symptoms of satisfaction such as laughing and expressing interest to learn another notice.

To sum up, the data didn't offer a final result an it isn't possible to summarize or provide a definitive response to the study question Will the implementation/use of the Jolly Phonics method in the classroom facilitate the introduction of the ability to pronounce any expression that contains the tones, particular noises they have observed in the trainings?.

Nevertheless, it appears that the coaching method is very motivating and that Jolly Phonics can inspire a child's love of learning through fun and interaction, and that it is a strategy to get children commence to love English even as mentioned in the observational records.

Secondly, the study found that the technique improved just a bit the tuning in skills and the pupils got reinforced the British phonemes through comparing and mixing. Also the statistical and observational data presented could show the students increased their skills to link noises with spellings after assessing the fist and second test.

However, due to the general errors the students made in sounds like /‰/ corresponding to the "u" spelling, it would be necessary to target more in a few particular sounds depending on the native terminology of students.

Finally, the observations could remarked that by putting into action a synthetic phonics program, children can be educated to read at the phoneme level. But we have to remember that this will not mean merely teaching them letter audio correspondences but also children have to be shown that the collection of the phonemes in the spoken phrase match with the series of letters in the printed word.

Related to this, we can conclude, that for Spanish children, this method may is effective if it is instructing with the right pace and this is achieve not only through the interest paid to the sounds themselves, but also as a result of work on determining sounds in words and on similar sounding words. To achieve that, it's important students learn properly the noises of English letters and know how they interact.


To perform this research, it might have been made some improvements concerning have available a longer period between the pre and post test to be able to get most accurate conclusions. Also, after taking into consideration the differences in the student's talents and the learning varieties of each university student, we can say that it might be better if the students learn just one sound per procedure to bolster the corresponding audio and be able to match it effectively using their spelling.

As we didn't have enough time, students learnt a few does sound per session and some of the most difficult sounds weren't reinforced properly.

As the students have just one single procedure of 50 minutes each weekly, all the letter may seem were trained very speedily and the emphasis about how words are built up was poor. I possibly could observe that the lack of time influenced the results of the next test, particularly when writing what that covered the /‰/ audio because the students were not able to match the sound with the spelling "u".

Another of the aspects that could have been improved in the research is having less magnetic letters to practise picking out the appropriate characters for a spoken expression, pushing the letters along and sounding and mixing the letters to form the word. I believe it would be a great help for the pupils to use them to improve their skills because of the age group and learning skills.

The data collection methods used for this research project were appropriate but I'd have preferred to track record a few of the consultations. Also I possibly could have been done a control test at the center of the study period to monitor the improvement of the students work.

Regarding the ideas for future work, I consider that one way to improve the findings of the research is to obtain quantitative data using two different communities. Among the groups might use the Jolly Phonics method and the other group could use a different way like analytic phonics. This comparative method could be of great help compare the consequences of teaching man-made phonics and analytic phonics.

I will conclude declaring that the purpose in carrying out this study was to discover if instructing Jolly Phonics are effective to ensure that as many children as you possibly can become competent visitors of ESL, but I recognise that is only taking care of of effective coaching of ESL.

Also I would like to remark that the give attention to pronunciation of the method could be of great help for children to become competent readers of British which is one of the weakest areas of Spanish pupils finding the improvement students manufactured in the post test.


Sue Lloyds, (2005) The Phonics Handbook: A Handbook for Teaching Reading, Writing and Spelling (Jolly Phonics S). Jolly Learning Ltd. U. K.

Dunn, R. S. & Dunn, K. J. (1978). Learning styles/teaching styles: As long as they. . . can they. . . be matched? Educational Control, pp. 238-244. London. Visited at http://www. ascd. org/ASCD/pdf/journals/ed_lead/el_197901_dunn. pdf on Oct 26th, 2010.

Bandler, Richard (2000). De sapos a principes. Cuatro Vientos. Santiago de Chile. Visited at http://www. agba. org. ar/enfoque/xautor. pdf

Joy M. Reid. The Learning Style Preferences of ESL Students. TESOL QUARTERLY, Vol. 21, No. 1, March 1987.

Nunan, D. (1992) Research Methods in Dialect Learning. Cambridge: Cambridge University or college Press.

Rhona Johnston and Joyce Watson. ( 2005) The effects of fabricated phonics instructing on reading and spelling attainment. Posted at http://www. scotland. gov. uk/Publications/2005/02/20688/52449

Web pages

www. jollylearning. co. uk/

www. jollykingdom. com

www. readaustralia. com/about_jolly_phonics. htm

http://www. ltscotland. org. uk/learningteachingandassessment/curriculumareas/languages/litandenglish/index. asp

http://en. wikipedia. org/wiki/Action_research

http://www. teachingenglish. org. uk/transform/teachers/teacherdevelopment-


http://www. wordreference. com


Appendix 1

Guide the instructor normally uses to instruct ESL using the Jolly Phonics method. It contains the order where we should train the noises and the actions to perform related to them

Learning the notice sounds

In Jolly Phonics the 42 main does sound of English are

taught, not merely the alphabet. The noises are in seven

groups. Some may seem are written with two words,

such as ee and or. These are called digraphs. oo and

th can each make two different sounds, as in reserve and

moon, that and three. To tell apart between these

two sounds, the digraph is symbolized in two forms.

This is shown below.

1. s a t i p n

2. c k e h r m d

3. g o u l f b

4. ai j oa ie ee or

5. z w ng v oo oo

6. y x ch sh th th

7. qu ou oi ue er ar

Each sound has an action which helps children

remember the notice(s) that represent it. As a child

progresses you can indicate the letters and find out how

quickly they can do the action and say the audio. One

letter audio can be educated each day. Like a child

becomes well informed, the activities are no longer

necessary. There's a list of all of the letter sounds

and their related actions on web page 8 of this


Children should learn each letter by its audio, not its

name. For instance, the notice a should be called a (as

in ant) not ai (just as aim). Likewise, the notice n

should be nn (such as net), not en. This will help in

blending. The brands of each notice can follow later.

The letters have never been launched in alphabetical

order. The first group (s, a, t, i, p, n) has been chosen

because they make more standard three-letter words

than any other six words. The letters b and d are

introduced in several groups to avoid bafflement.

Sounds which may have several way to be written are

initially taught in a single form only. For example, the sound

ai (rainfall) is educated first, and then alternatives a-e (gate)

and ay (day) follow later.

(Sue Lloyd, 2001)

Appendix 2

The Actions

s Weave hand in an s form, just like a snake, and say ssssss.

a Wiggle fingertips above elbow as though ants crawling on you and say

a, a, a.

t Turn head from side to side as if viewing tennis and say t, t, t.

i Pretend to be a mouse by wriggling fingers at end of nose area and

squeak i, i, i.

p Pretend to puff out candles and say p, p, p.

n Make a sound, just like you are a airplane - hold forearms out and say


c k Raise hands and snap fingers as if playing castanets and say

ck, ck, ck.

e Pretend to touch an egg privately of a skillet and crack it into the

pan, saying eh, eh, eh.

h Hold hand in front of mouth panting as if you are out of breath

and say h, h, h.

r Pretend to be a puppy holding a piece of rag, shaking brain from

side to aspect, and say rrrrrr.

m Rub tummy as though seeing delicious food and say mmmmmm.

d Whip hands along as if playing a drum and say d, d, d.

g Spiral side down, as if water heading down the drain, and say g, g, g.

o Pretend to carefully turn light activate and off and say o, o; o, o.

u Pretend to be putting up an umbrella and say u, u, u.

l Pretend to lick a lollipop and say ll llll.

f Let hands softly come together as though toy seafood deflating, and

say ff f f f f.

b Pretend to hit a ball with a bat and say b, b, b.

ai Cup hand over hearing and say ai, ai, ai.

j Pretend to wobble on a dish and say j, j, j.

oa Bring hand over mouth as if you did something wrong

and say oh!

ie Stand to attention and salute, saying ie ie.

ee or Put practical head as if ears over a donkey and say eeyore, eeyore.

z Put hands out at sides and pretend to be a bee, expressing zzzzzz.

w Blow on to open hand, just like you are the blowing wind, and say wh, wh, wh.

ng Picture you are a weightlifter, and pretend to lift up a heavy

weight above your head, saying ng

v Pretend to be keeping the tyre of a truck and say vvvvvv.

oo ooMove head back and forth as though it's the cuckoo in a cuckoo clock,

saying u, oo; u, oo. (Little and long oo. )

y Pretend to be eating a yoghurt and say y, y, y.

x Pretend to take an x-ray of someone with a camera and say

ks, ks, ks.

ch Move arms at sides just like you are a teach and say ch, ch, ch.

sh Place index finger over mouth and say shshsh.

th th Pretend to be naughty clowns and stick out tongue just a little for

the th, and further for the th audio (this and thumb).

qu Make a duck's beak with the hands and say qu, qu, qu.

ou Pretend your finger is a needle and prick thumb declaring ou, ou, ou.

oi Glass hands around mouth and shout to some other boat stating oi!

ship ahoy!

ue Point to people around you and say you, you, you.

er Roll hands over the other person like a mixer and say ererer.

ar Open mouth wide and say ah. (British English)

Flap hands as if a seal and say ar, ar, ar. (Nth Am English)

(Sue Lloyd, 2001)

Appendix 3

Some of the materials used in the sessions

Appendix 4

Words the professor dictated to do the pre and post test.

sit hand

ten fun

cat red

bus step

spot frog

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