The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

Nahed Mohammed Mahmoud Ghoneim,Heba Elsayed Abdelsalam Elghotmy

doi:10.5539/elt.v8n12p124

Abstract

<p>The current study investigates the effect of a suggested Multisensory phonics program on developing kindergarten pre-service teachers’ EFL reading accuracy and phonemic awareness. A total of 40 fourth year kindergarten pre-service teachers, Faculty of Education, participated in the study that involved one group experimental design. Pre-post tests were administered to assess the participants’ phonics skills. The results showed that the suggested Multisensory Phonics program was effective in developing kindergarten pre-service teachers’ EFL reading accuracy and phonemic awareness.</p>

Highlights

According to Campbell et al (2014), one of the useful building blocks for successful EFL literacy instruction is to give explicit instruction in phonics
The effect size was (%90) which is higher than the large effect size value (%15). This reflects that the multisensory phonics program is effective in developing kindergarten pre-service teachers' EFL phonemic awareness skills
Consistent with other research findings involving EFL learners, results of this study demonstrated that the suggested Multisensory phonics program is an effective means of teaching Kindergarten pre-service teachers some of the key foundational skills found to be important for their reading success in English

Summary

Introduction

According to Campbell et al (2014), one of the useful building blocks for successful EFL literacy instruction is to give explicit instruction in phonics. EFL learners need to build automaticity in bottom-up skills such as phonics to decode and spell words. Kindergarten pre-service teachers have to be actively participating in reading activities. They feel they can take risks and experiments. Many researchers support the view that phonics instruction is vital for kindergarten teachers as phonics knowledge is considered one of the key predictors of reading success(Campbell et al, 2014; Jamaludin et al, 2015; Phipps, 2011; Stuart, 1999)

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Methods

Results

Discussion

Conclusion