The effectiveness of phonics in students’ English vocabulary reading in primary ESL class

YILIAN YANG

Research output: Other contributionHonours Projects

Abstract

The present study evaluated the effects of Read Write Inc. Phonics, which is a program based on synthetic phonics, on first grade students’ English vocabulary reading in Hong Kong context, and discussed implications of teaching phonics to primary students. The study adopted a single case study involving a pre- and post-test design. Students were asked to read 20 pseudowords, including 61 sounds in total in each test. Paired-samples t-tests were used to compare students’ performance before and after the phonics instruction. The results showed a significant increase in vocabulary reading accuracy from pre-test (M = 11.1, SD = 9.9) to post-test (M = 38.6, SD = 8.69) and thus suggested a significantly large, positive effect of synthetic phonics instruction on vocabulary reading (d = 2.90). The researcher further noted that teachers should also pay attention to the development of students’ three skills, namely, blending, decoding and analogy skills when teaching phonics to primary students.
Original languageEnglish
Publication statusPublished - 2017

Keywords

  • Phonics
  • Synthetic phonics instruction
  • English vocabulary learning
  • Hong Kong ESL learners
  • Honours Project (HP)
  • Bachelor of Education (Honours) (English Language) - Secondary (Five-year Full-time)
  • Programme code: A5B059
  • Course code: ENG4903

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