Abstract
In the present study, the effectiveness of a synthetic phonics approach to teaching 10year old Kannada-speaking children to read English was compared with a modified approach whereby the English letter sounds were also represented by the symbols used in Kannada, thus tapping into pre-existing graphophonological awareness skills. After 5-weeks of instruction, participants taught by the Kannada-mediated synthetic phonics approach performed significantly better on the reading, spelling, and graphophonological tasks than the group taught by synthetic phonics using only English letter–sound correspondences, who in turn performed better than the comparison group taught by the standard non-phonic classroom method. Applying the metalinguistic knowledge of the first language seems to have been beneficial in developing literacy skills in English.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
