The Effect of Phonics Instruction on Word Recognition and Reading Comprehension among EFL Low-achieving Learners in a Taiwanese Junior High School

Abstract

This study aims to examine the extent to which phonics instruction can facilitate word recognition and reading comprehension of low-achieving learners at a junior high school located in Hualien. Twelve ninth graders, with low proficiency levels, were recruited to a complementary phonics support program, implemented twice a week which lasted for fourteen 45-minute class periods over a seven-week period of time. The research design included pretesting learners, before they received phonics instruction, and posttesting learners immediately, following the instruction. Survey questionnaires and qualitative interviews were also conducted. The results of the study revealed that (1) phonics instruction significantly improved low-achieving learners' performance on the measures of word recognition, including word decoding and meaning; (2) the reading comprehension ability of low-achieving learners was developed significantly prior to, and following, the phonics program; (3) learning difficulties which the learners encountered in the program were likely to be multi-syllable word decoding, irregular spelling patterns and vowels; and (4) most participants endorsed the belief that peer tutors may play a positive role during the phonics learning program. It appears that low-achieving learners might well benefit from phonics instruction significantly to develop word recognition and reading comprehension; consequently, the pedagogical practice of integrating orthographic and phonological awareness training into a support program can be of enormous value for such learners to acquire fundamental knowledge of English words.