Abstract
The purpose of this research was to study English reading ability after being taught through the phonics instruction. The target group was 30 Grade 3 students enrolled in English course in the second semester of academic year 2015 at Nam Yuen School, Nam Yuen District, UbonRatchathani Province. The experimental instrument was 5 lesson plans using phonics instruction. The instruments were the tests used before starting and after finishing each lesson. The data obtained were analyzed using mean, percentage and standard deviation.
 The findings revealed a statistically significant main effect (P <.001) indicating that there was a significant difference between the mean scores of the pretest and the posttest which means that the students increased their oral reading ability after being taught through phonics.
Highlights
Reading is one of the four necessary important language skills for those learning English as a second language, for academic success and for professional development because reading is the basis for all other areas of learning (Dentisak Dorkchandra, 2010:1)
The purpose of this study is to investigate the effect of phonics instruction on the development of English reading ability of Grade 3 students at Nam Yuen school by using phonics instruction
The target words were selected according to the phonics sounds that are taught by using synthetic phonics adapted from Jolly Phonics Program and were compiled from "Basic English 3” by Samerjit Sajjapiyanijkul, and Express Student Workbook 3, various activities were used in teaching reading step-by step process depending on the lesson plan
Summary
Reading is one of the four necessary important language skills for those learning English as a second language, for academic success and for professional development because reading is the basis for all other areas of learning (Dentisak Dorkchandra, 2010:1). It is necessary to ensure that children of the primary grade attain proficiency in reading. This implies that teachers in the primary grades will have to vary traditional methods of teaching, and improve their knowledge base by engaging in training, including information communication technology (ICT) training (Carter, 2000:3). Dentisak Dorkchandra (2010:1) has gathered several causes that affect students’ reading abilities which include a lack of reading resources, cultures, strategy knowledge, and he has found that teachers use unsuccessful teaching methods. To find out the truth of these above statements, the researcher has interviewed and observed three teachers and twenty Grand 3 students from Nam Yuen School in Nam Yuen district and Anubal Buntharik School in Buntharik district located in the rural area in Thailand
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