Question

what are some of the differences between encoding and decoding?

what are some values with the teaching of these?

Answer 1

Encoding means to encode/compress raw (uncompressed) data stream. (Imagine folding a paper having some printed picture.)
Decoding means to decode/uncompress encoded (compressed) data stream. (Imagine unfolding a paper having some printed picture.)
Transcoding means to convert an encoded data stream in particular format to a new encoding/compression format. (Imagine folding a folded paper having some printed picture in a new way.)

With the teaching of letters and sounds, the skill known as phonological awareness develops. Children show their phonological skills when they are able to recognize and manipulate letter sounds in specific ways, like beginning, middle and end sounds of words, words that sound the same, and syllables.

This manipulation takes us to the final step in teaching reading - putting these concepts together to instruct children how to read words or, decoding. It requires children to process several steps:

• Recognize the letter
• Associate the sound of the letter
• Understand how the letter sounds work together to make words
• Blend the letter sounds together to create speech

You've probably forgotten how challenging this is to a reader in the earliest stages. Decoding a simple sentence, such as 'She is happy' means the child needs to know all the letters contained in the sentence, the sounds assigned to each letter, and the way we put these sounds together to read.

The same process is NOT used when readers take this knowledge and write. Instead they are encoding, somewhat reversing the process. Take a look at the steps:

• Understand how sounds work to form words
• Take a word apart sound by sound
• Remember the letter that goes with the sound, including what the letter looks like
• String or blend the letters together on paper to create words

When children are encoding, they are using the same skills in reading but in a different process. If a student wanted to write 'She is happy,' the first step is to be able to recognize and understand that the sounds made from those words are separate. Then it is necessary to break apart the sounds, assign letters, remember rules and write words. Whew!

Analyzing a Reader's Skills

When children read out loud to you and write words on a page, they're giving you a special peek into their heads. Teachers can use what they see and hear to determine what an emerging reader knows about decoding and encoding to help developing readers grow. How do they do this?

With the teaching of letters and sounds, the skill known as phonological awareness develops. Children show their phonological skills when they are able to recognize and manipulate letter sounds in specific ways, like beginning, middle and end sounds of words, words that sound the same, and syllables.

This manipulation takes us to the final step in teaching reading - putting these concepts together to instruct children how to read words or, decoding. It requires children to process several steps:

• Recognize the letter
• Associate the sound of the letter
• Understand how the letter sounds work together to make words
• Blend the letter sounds together to create speech

You've probably forgotten how challenging this is to a reader in the earliest stages. Decoding a simple sentence, such as 'She is happy' means the child needs to know all the letters contained in the sentence, the sounds assigned to each letter, and the way we put these sounds together to read.

The same process is NOT used when readers take this knowledge and write. Instead they are encoding, somewhat reversing the process. Take a look at the steps:

• Understand how sounds work to form words
• Take a word apart sound by sound
• Remember the letter that goes with the sound, including what the letter looks like
• String or blend the letters together on paper to create words

When children are encoding, they are using the same skills in reading but in a different process. If a student wanted to write 'She is happy,' the first step is to be able to recognize and understand that the sounds made from those words are separate. Then it is necessary to break apart the sounds, assign letters, remember rules and write words. Whew!

In basic terms, humans communicate through a process of encoding and decoding. The encoder is the person who develops and sends the message. ... Decoding is the process of turning communication into thoughts. For example, you may realize you're hungry and encode the following message to send to your roommate: “I'm hungry.

Decoding involves translating printed words to sounds or reading, and encoding is just the opposite: using individual sounds to build and write words. To master sound-symbol association, children must understand that there is a correspondence between letters and sounds.

Think of this as similar to changing your money into a different currency when you travel from one country to another. For example, a word which is seen (in a book) may be stored if it is changed (encoded) into a sound or a meaning (i.e. semantic processing).

Encoding also involves hearing a whole word and then being able to write the whole word with the correct spelling.

• In Reception, children will learn the letter sounds and then start to put them together to make CVC words (consonant, vowel, consonant) such as hot, nip, ten etc.
• They will then move onto reading words with consonant clusters (two consonants placed together) such as st, tr, cr, pl, sk, lk.
• They then move onto reading words with vowel digraphs (two vowels placed together that make one sound) such as ai, oo, ee, ue and consonant digraphs (two consonants placed together that make one sound) such as th, ch and sh.

While they are learning to decode these words, they will also need to learn to encode them (write the words with the correct spelling). Teachers will use various activities to help them with this:

• Writing words with their fingers in the sand tray. This helps children to get an idea of how the letters are put together to make a word.
• Fill-the-gap worksheets, where children have to read sentences with missing words and work out which words (given in a list or box) go in the gaps. They then need to write the words in the gaps, copying from the list. Usually these worksheets will concentrate on one particular sounds at a time, so if the sound was 'ch' the words might be 'chat', 'chin', 'choose' and 'chain'.
• Giving weekly spelling lists for children to practise at home. Teachers may encourage children to use the 'Look Cover Write Check' strategy, whereby they look at a word, cover it over, write the word from memory, then uncover it and check if they have got it right. They may also give children activities to do at school to support their learning of these spellings, such as testing each other in pairs, writing words on a mini-whiteboard.