The Effectiveness of Synthetic Phonics in the Development of Early Reading Skills among Struggling Young ESL Readers

Autor/inn/en	Jamaludin, Khairul Azhar; Alias, Norlidah; Mohd Khir, Roselina Johari; DeWitt, Dorothy; Kenayathula, Husaina Banu
Titel	The Effectiveness of Synthetic Phonics in the Development of Early Reading Skills among Struggling Young ESL Readers
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 3, S.455-470 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2015.1069749
Schlagwörter	Foreign Countries; Instructional Effectiveness; Reading Instruction; Phonics; Reading Skills; Beginning Reading; English (Second Language); Second Language Instruction; Second Language Learning; Rural Schools; Pretests Posttests; Phonological Awareness; Elementary School Students; Reading Tests; Semi Structured Interviews; Reading Achievement; Outcomes of Education; Experimental Groups; Control Groups; Reading Comprehension; Screening Tests; Intervention; Decoding (Reading); Statistical Analysis; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Unterrichtserfolg; Leseunterricht; Reading skill; Lesefertigkeit; Erstleseunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lesetest; Leseleistung; Lernleistung; Schulerfolg; Leseverstehen; Screening-Verfahren; Dekodierung; Statistische Analyse
Abstract	A quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and Grades 1 to 3 tests, assessed children's early reading skills. A semi-structured interview was used to gather information. The findings indicated that the performance of students in the experimental group in decoding was significantly higher in the posttest, where t(39) = 31.441, p < 0.00005. Likewise, in comprehension, the experimental group achieved significantly higher scores in the posttest, where t(39) = 15.322, p < 0.00005. There was a significant difference in the achievement between the two groups, where t(78) = 31.010, p < 0.00005. This indicates that synthetic phonics could be effective in developing early reading skills for struggling readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01