Performance of Australian Children on the English Phonics Screening Check Following Systematic Synthetic Phonics Instruction in the First Two Years of Schooling

Autor/inn/en	Wheldall, Kevin; Bell, Nicola; Wheldall, Robyn; Madelaine, Alison; Reynolds, Meree
Titel	Performance of Australian Children on the English Phonics Screening Check Following Systematic Synthetic Phonics Instruction in the First Two Years of Schooling
Quelle	In: Australian Journal of Learning Difficulties, 24 (2019) 2, S.131-145 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wheldall, Kevin) ORCID (Bell, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2019.1635500
Schlagwörter	Foreign Countries; Phonics; Screening Tests; Teaching Methods; Correlation; Comparative Analysis; Gender Differences; Age Differences; School Location; Elementary School Students; Literacy Education; Scores; Australia + Suchen Sie Ihr Suchwort? Ausland; Screening-Verfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Schulgelände; Australien
Abstract	Recently, there has been debate surrounding the potential implementation of the Phonics Screening Check (PSC) in Australian primary schools. The present study sought to investigate the child- and task-related factors influencing the PSC performances of Year 1 Australian students, who had received almost two years of systematic synthetic phonics (SSP) instruction. Non-parametric between- and within-group comparisons and correlational analyses were conducted to examine whether performance was influenced by gender, age, school site, real word status and item complexity. Approximately 82% of the students obtained or exceeded the South Australian PSC trial threshold of 28 points out of 40, which suggests the students were, on average, developing adequate word-level decoding skills. The only child- and task-related factors to emerge as statistically significant were age and item complexity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01