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The study was undertaken to unearth and implore the necessary strategies to blend five and six letters to form a meaningful word. The research instrument used was test items. All the pupils in the class took the same test thus, pre-test. It was used to gather data baseline information before the research was carried out on them. Biographic data of their responses were analyzed, discussed and the findings brought to the face. The study revealed the areas in which the pupils falter when reading and the appropriate techniques and strategies were used to control its occurrence. Based on the findings, the researcher gave some recommendations. Teachers should have mastery over the subject matter and also use the appropriate methods in the teaching of the topic. Again, they should make their lessons child centered to avoid scaring the pupils off. The study further opens the door for more research into pupil’s inability to blend five and six letters to form meaningful words.
The study was undertaken to unearth and implore the necessary strategies to blend five and six letters to form a meaningful word. The research instrument used was test items. All the pupils in the class took the same test thus, pre-test. It was used to gather data baseline information before the research was carried out on them. Biographic data of their responses were analyzed, discussed and the findings brought to the face. The study revealed the areas in which the pupils falter when reading and the appropriate techniques and strategies were used to control its occurrence. Based on the findings, the researcher gave some recommendations. Teachers should have mastery over the subject matter and also use the appropriate methods in the teaching of the topic. Again, they should make their lessons child centered to avoid scaring the pupils off. The study further opens the door for more research into pupil's inability to blend five and six letters to form meaningful words.
International Journal of Multicultural and Multireligious Understanding
Phonics Approach in Teaching Reading2019 •
International Journal of Innovative Research and Development
The Effectiveness of Synthetic Phonics in Developing Reading Fluency among Year 2 Intermediate PupilsEminent
Using phonic and Syllabic method to improve the reading ability of learners at Kronum M/A JHS2022 •
Jaluo, M. W. (2019). Assessment of Phonics Instructional Method in English Language Reading Readiness Of Children in Class One at Kericho Rehabilitation School, Kenya. Journal of African Interdisciplinary Studies. 3(4), 68 - 78.
Assessment of Phonics Instructional Method in English Language Reading Readiness Of Children in Class One at Kericho Rehabilitation School2019 •
English Language Reading Readiness (ELRR) is preparation of children by giving them the chance to improve the ability to listen, and speak effectively, to apply the desired vocabulary, and develop the appropriate academic readiness skills. English Language Reading Readiness is of great importance in improving equity in access to learning language and education results, particularly for juvenile delinquency. Children in rehabilitation schools have a vital social issue that every Nation tries to contain its control amongst the clear evidence, with the correct nurturing such as psychotherapeutic interventions is not provided to the young offenders, they may eventually graduate to hardcore criminals. Phonics is a method for teaching reading and writing of the English language by developing learners' phonemic awareness-the ability to hear, identify, and manipulate phonemes-in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them. The objective of the study was to establish the effect of the phonics teaching method on English Language Reading Readiness of children in class one at Kericho Rehabilitation School. The study also utilized the hypothesis which stated that there is no significant difference between the mean score of the group of children taught without using the phonics instructional method and the mean score of the group taught using the phonics instruction in English Language Reading Readiness of children in class one at Kericho Rehabilitation School. However, little research has been done on the effect of phonics method on English Language reading readiness in rehabilitation schools setting. The study specifically assessed the phonics instructional method on English language reading readiness of children in class one at Kericho Rehabilitation School. The study adopted a case study research design that utilized a quasi-experimental design. The target population included 1 Head teacher, 3 teachers and 25 learners in class 1 at the Kericho Rehabilitation School. Data collection was done using a combination of an English Language Reading Readiness Test, a questionnaire, document analysis and observation. The data was analyzed both descriptively and inferentially. The findings revealed that the null hypothesis was rejected and adopt the alternative hypothesis. The results show that the children's performance in English Language Reading Readiness can be improved when the teachers use phonics instructional method.
ELLITE: Journal of English Language, Literature, and Teaching
The Effect of Synthetic Phonics on the Development of Students’ Reading Aloud Skill2020 •
This study aims to know the effect of synthetic phonics on the development of students reading aloud skills. This study was conducted at State Junior High School 3 Babelan, Bekasi, Indonesia. This study used a quantitative method, true-research experimental design with one group pre-test and post-test. The population of this research is all 8thgrade students, and for the sample, the writer used two classes of 8th grade as the sample, which first-class is experimental class and second as control class with participant number 72 students. Data obtained from the test and their kind of test namely is test pre-test and post-test, to know that synthetic phonics is effective the writer compared the result of the post-test from the experimental class and control class average. The findings showed that the learning process used synthetic phonics to make students develop their reading aloud skills. The experimental class (VIII-1) the lowest score is 71 and the highest score is 89 meanwhile c...
Universitas Muhammadiyah Surakarta
DEVELOPING PHONICS-BASED COMBINED WITH BOOK READING PROGRAM IN ENGLISH TEACHING READING FOR YOUNG LEARNERS: RESEARCH AND DEVELOPMENT2015 •
This study aims to develop the new design of English teaching reading using combined instruction of phonics and book reading program. Under research and development framework, this study had undergone three steps of investigation at Al Abidin International Islamic School Surakarta. The first step of exploration examined the current English teaching practices as well as teachers’ and students’ perspectives to these existing practices to identify the emerging problems and any potential for development. This then followed by developing new design for English teaching reading to improve the quality of instructional methods and instructional materials. The last step was undertaking field test of the proposed design to determine the efficiency and affectivity of design. The findings from exploration reveal that learning to read at SDII Al Abidin aimed to both pronunciation and comprehension skills. Following the handbook’s instruction, teachers used sight word (listen and read) and phonics (listen and blend) for instructional methods. Colourful and pictured materials were used to help students in comprehension as well as grammar translates method (GTM). Further exploration also unveiled that phonics method did not work well and teacher found difficulties to help students to become good and independent reader, therefore they had limited reading activities in such certain materials. The preliminary test using qualitative inquiry was done to assess the feasibility of the new design and the findings show that there was good reception from both teachers and students for both materials and delivering method. This then later proved by the results from 12 weeks of intervention under the experimental design which further revealed the significant of this program in shaping up early reading skills of Indonesian young learners. However, since many students still had problems with difficult words which do not follow normal pattern of phonics and not few of students were still struggling with comprehension, the design eventually had been revised two times towards the end of the program. There were two challenges identified when the new proposed design has been implemented; training for teachers would be needed in delivering this program and also more collection of books or story books in English must be provided to run this program properly.
2021 •
Reading is a receptive language skill. These skills must be introduced to children from an early age so that children enjoy reading activities. Teachers or parents must understand the preferred methods and can be easily followed by children. Therefore, researchers will try phonic methods for learning to read in early childhood. This study aims to determine the effectiveness of phonic methods in reading learning for early childhood. This study used an experimental method with a single subject research design. The research subject was a 4.5-year-old child who was taking early childhood education in Mekarsari Village, Cilawu District, Garut Regency. The results showed that the phonic method was effective for reading learning. This is evidenced by the results of the visual analysis between conditions, with one variable being changed, there is a change in the data trail from horizontal to increasing. Changes in trend from variable to stable, change in level -1, and percentage of overlap ...
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