LITERACY INSTRUCTION IN PRIMARY CLASSROOMS OF ARMENIA AND THE USA

Abstract

The article touches upon the methodological revelations of literacy instruction comparison between Armenian and USA. We see clear phoneme-based instruction in both cases depending on the phonetic peculiarities of Armenian and English. To make the methodological choice of the opted methods more persuasive and well-grounded, we take a serious notice of the phonological peculiarities of both languages. Both Armenian and English come forward with their unique and inherent set of phonemes each possessing distinct numbers of phonemes, pronunciation rules, phonetic patterns, and phonological processes that shape their respective linguistic identities. Armenia has opted for analytic-synthetic methods using syllabic and lexical approaches. While US has advocated for more research backed systematic phonics instruction and science of reading. While systematic phonics instruction insures phoneme introduction, science of reading applies to efficiency of reading. These approaches for both languages reflect a shared commitment to foster literacy through didactic student-centered. It is important to point out that modern methodology is evolving and from pedagogical perspective that gives us a chance to be more flexible with methods to ensure maximum efficiency.