Effects of Two Phonics Instructional Modes on English as Second Language Learners’ Achievement in Reading

Eugenia Ada Amadi,Grace C Offorma

doi:10.22158/selt.v7n2p236

Abstract

This study examines the effects of two phonics instructional modes on the reading achievement of Nigerian learners of English as a second language. The design of the study was quasi-experimental. The study specifically adopted the non-equivalent, non-randomized control group design. The sample of the study were 118 primary one school pupils who were drawn from four public primary schools in Enugu, South East, Nigeria using multi-stage sampling technique. The participants who were assigned to experimental and control groups were pretested and post tested. The experimental group was taught using synthetic phonics while the control group was taught using analytic phonics. Data were generated with Means, Standard Deviation and Analysis of Covariance (ANCOVA). While Means and Standard Deviation were used to answer the research questions, ANCOVA was used to test the hypothesis at p<0.05. The findings of the study indicated that Synthetic phonics significantly improved pupils’ achievement in reading more than analytic phonics. Based on the findings, it was concluded that synthetic phonics is a more effective mode of teaching beginning reading than analytic phonics. A proper exposure of pre and in-service teachers to the techniques and activities involved in synthetic phonics as well as the adoption and proper implementation of the method for reading instruction in Nigerian primary schools were recommended.

Highlights

Reading is one of the four basic language skills that have enjoyed progressive and unending research due to its pervasive and overriding influence and role in every aspect of human society
The result reveals that the mean achievement scores of 25.52 and 24.47 with standard deviations of 8.92 and 4.62 were obtained by the synthetic phonics and analytic phonics groups respectively in the pre-test
The level of significance of the difference in achievement of the two groups was further verified by testing hypothesis one. 4.2 Hypothesis One There is no significant difference in the mean achievement scores of pupils taught reading with synthetic phonics and those taught using analytic phonics

Summary

Introduction

Reading is one of the four basic language skills that have enjoyed progressive and unending research due to its pervasive and overriding influence and role in every aspect of human society. Synthetic phonics on the other hand, is based on the premise that ability to decode words early brings about later success in reading It uses a part-to-whole approach in teaching pupils to convert letters to sounds. This type of phonics instructional mode teaches children to first pronounce the sounds associated with specific letters and combine them to form words in both the spoken and written language. The need for this study which determines the relative differential effects of two phonics instructional modes on pupils’ achievement in reading with a view to finding a lasting solution to the persistent reading problems among Nigerian primary school pupils

Methods

Results

Discussion

Conclusion