Abstract
Research abounds on the importance of phonic development as an integral aspect of reading success as well as the use of technology in schools for the promotion of key reading skills. This study focuses on the use of existing phonic software in a primary school as part of the literacy programme. It utilizes a mixed method approach to closely examine the responses of participants through careful observation of interactions with existing software in a prepared environment. The findings reveal that the software has a positive motivational impact on the majority of participants in the study. Coupled with this, the findings highlight the need for collaborative planning among staff members for proper assessment of phonic development. The findings of the study can provide some direction with respect to planning of the literacy curriculum for this and similar schools in the district.
Sign-in/Register to access full text options 
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 callMore From: International Journal for Innovation Education and Research
Disclaimer: 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.
