This study examined the relationship between phonological awareness and reading ability among 105 primary school students in Solwezi, Zambia who use Kiikaonde as their language of instruction. The study found a positive relationship between students' phonological awareness and their reading ability. Specifically, higher levels of phonological awareness facilitated stronger reading development, and higher reading skills improved students' phonological awareness. Additionally, the study revealed that sound isolation, blending, and substitution were the components of phonological awareness being taught in schools through largely teacher-centered instructional strategies.
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
Development of emergent literacy and early reading skills in preschoolmrwindy_3282
This document summarizes a study that examined the development of emergent literacy skills in preschool children and their relationship to early reading skills. The study used structural equation modeling to analyze data from two samples of preschool children who were followed longitudinally. It found significant continuity over time in letter knowledge and phonological sensitivity from late preschool to early grade school. Letter knowledge and phonological sensitivity were also the only unique predictors of decoding ability.
The document discusses the role of phonics instruction in learning to read. It summarizes that phonemic awareness, the ability to segment words into individual sounds, is critical for reading success. However, many students enter school without strong phonemic awareness. The document contrasts explicit phonics instruction, which directly teaches letter-sound correspondences, versus implicit or "embedded" phonics, which expects students to induce phonics patterns on their own. Research shows explicit phonics instruction is more effective, especially for struggling readers. The "whole language" approach of only using phonics incidentally in stories is insufficient for many students.
The Role and Strategy to Stimulate Language Development in Early Childhood Du...EvaniaYafie
The document discusses strategies for stimulating language development in early childhood during the COVID-19 pandemic. It describes strategies for children ages 1-2 years, such as motherese, recasting, echoing, expanding, and labeling. For children ages 3-6 years, it recommends increasing interaction and communication, reading aloud, involving children in storytelling, and providing literacy activities. The strategies aim to develop language skills through play-based learning that is appropriate for children's ages and can be done at home during pandemic restrictions.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
The document summarizes an educator's action research on implementing intensive phonemic awareness instruction to increase students' reading levels. Through assessments and observations, the educator found students struggled with blending sounds to read words. To address this, the educator provided additional phonics instruction to an intervention group and collected data through assessments, teacher interviews, and lesson observations. Analysis showed the intervention helped most students' phonics skills but more support is still needed. The educator plans to continue the research with further instructional strategies and professional development.
Parental involvement in the development of children's reading skillmrwindy_3282
This 5-year longitudinal study examined the relationship between parental involvement, children's language skills, emergent literacy skills, and reading achievement. The study found:
1) Exposure to storybooks at home was related to the development of children's vocabulary and listening comprehension skills. These language skills directly predicted reading ability in grade 3.
2) Parental teaching of reading and writing words at home was related to the development of children's early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3.
3) Word reading ability at the end of grade 1 predicted reading comprehension in grade 3. Thus, different aspects of early home experiences influence reading through different pathways
This study examined the relationship between phonological awareness and reading ability among 105 primary school students in Solwezi, Zambia who use Kiikaonde as their language of instruction. The study found a positive relationship between students' phonological awareness and their reading ability. Specifically, higher levels of phonological awareness facilitated stronger reading development, and higher reading skills improved students' phonological awareness. Additionally, the study revealed that sound isolation, blending, and substitution were the components of phonological awareness being taught in schools through largely teacher-centered instructional strategies.
Reading Whisperer Advice: Three Cueing System, Guided Reading, Levelled Readers, PM benchmarking - all have to go, if every Australian student is to learn to read and spell with confidence by 6 (before grade 2)
www.wiringbrains.com
Development of emergent literacy and early reading skills in preschoolmrwindy_3282
This document summarizes a study that examined the development of emergent literacy skills in preschool children and their relationship to early reading skills. The study used structural equation modeling to analyze data from two samples of preschool children who were followed longitudinally. It found significant continuity over time in letter knowledge and phonological sensitivity from late preschool to early grade school. Letter knowledge and phonological sensitivity were also the only unique predictors of decoding ability.
The document discusses the role of phonics instruction in learning to read. It summarizes that phonemic awareness, the ability to segment words into individual sounds, is critical for reading success. However, many students enter school without strong phonemic awareness. The document contrasts explicit phonics instruction, which directly teaches letter-sound correspondences, versus implicit or "embedded" phonics, which expects students to induce phonics patterns on their own. Research shows explicit phonics instruction is more effective, especially for struggling readers. The "whole language" approach of only using phonics incidentally in stories is insufficient for many students.
The Role and Strategy to Stimulate Language Development in Early Childhood Du...EvaniaYafie
The document discusses strategies for stimulating language development in early childhood during the COVID-19 pandemic. It describes strategies for children ages 1-2 years, such as motherese, recasting, echoing, expanding, and labeling. For children ages 3-6 years, it recommends increasing interaction and communication, reading aloud, involving children in storytelling, and providing literacy activities. The strategies aim to develop language skills through play-based learning that is appropriate for children's ages and can be done at home during pandemic restrictions.
An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet...paperpublications3
Abstract: Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to asses reading ability among Pre-School Children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive statistics. The study results indicated that the pre-school children reading ability was poor. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: An Assessment of Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
The document summarizes an educator's action research on implementing intensive phonemic awareness instruction to increase students' reading levels. Through assessments and observations, the educator found students struggled with blending sounds to read words. To address this, the educator provided additional phonics instruction to an intervention group and collected data through assessments, teacher interviews, and lesson observations. Analysis showed the intervention helped most students' phonics skills but more support is still needed. The educator plans to continue the research with further instructional strategies and professional development.
Parental involvement in the development of children's reading skillmrwindy_3282
This 5-year longitudinal study examined the relationship between parental involvement, children's language skills, emergent literacy skills, and reading achievement. The study found:
1) Exposure to storybooks at home was related to the development of children's vocabulary and listening comprehension skills. These language skills directly predicted reading ability in grade 3.
2) Parental teaching of reading and writing words at home was related to the development of children's early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3.
3) Word reading ability at the end of grade 1 predicted reading comprehension in grade 3. Thus, different aspects of early home experiences influence reading through different pathways
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Mother Goose Rhyme Puzzles and Struggling ReadersKate Honan
This document discusses using memorized nursery rhymes to help struggling early readers improve their reading skills. It proposes that second grade students with low oral reading fluency who participate in 60-90 minutes per week of nursery rhyme activities for 18 weeks will see an increase in oral reading fluency and recognition of taught words. The activities include reading nursery rhymes whole and breaking them into individual word puzzles to focus on spelling. Research suggests this approach could build motivation and engagement for struggling readers by making reading an enjoyable activity where they experience success recognizing familiar words.
This document discusses literacy development in children from birth to age 8. It defines literacy and language and outlines the stages of reading development from birth through early school years. Key aspects of literacy development include emergent literacy skills like phonological awareness, vocabulary, and comprehension that develop from oral language exposure. Family involvement and home literacy environment also influence reading development. The role of educators is to intentionally support play-based learning, create literacy-rich environments, and use various assessment strategies to track children's progress.
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
This document provides background information on a study exploring the benefits of the Talk for Writing literacy scheme from the perspectives of primary school pupils and teachers. It describes the school where the research took place, which had a diverse student population and above-average needs. The document outlines the study's methodology, which used a case study approach to examine how the Talk for Writing scheme was implemented in a Year 2 classroom and to analyze student work and feedback from focus pupils. It also reviews relevant literature on learning styles, memory development, and theories of multiple intelligences to provide context for analyzing the outcomes of using the Talk for Writing approach.
A study of the effect of home, school, and personal variables on students’ re...Alexander Decker
This study investigated the effects of home, school, and personal variables on 200 Nigerian secondary students' reading comprehension achievement. The study found that while all variables affected performance, home and school factors had a significant effect, whereas personal variables did not. It was concluded that considering the variables together would largely predict reading comprehension achievement. The study recommended that parents and teachers have important roles to play in improving students' English language comprehension skills.
This document discusses a study aimed at improving reading fluency among Year 2 pupils in Malaysia. It identifies that the pupils have difficulties pronouncing words with the phonemes /a/ and /u/ accurately due to confusion between English and Malay pronunciation. The study will examine the effectiveness of a "Phonic Race" game-based strategy in developing phonetic awareness and pronunciation. Specifically, it aims to identify the most problematic phoneme, and determine if Phonic Race can improve phonetic awareness and pronunciation. The target group are 12 Year 2 pupils with varying English proficiency levels.
This study examined the reading readiness skills of preschoolers from different socioeconomic backgrounds. Parents completed questionnaires about their children's backgrounds and teachers rated the children's reading skills. Preliminary analyses found no significant differences in reading skills between children from middle and low socioeconomic status families enrolled in quality daycare programs. All but one child from both groups met the expected criteria for their ages in emergent reading and writing skills. The findings suggest that high quality early education may help to alleviate differences in reading readiness related to socioeconomic status.
Effect of Teachers’ Competence in English Phonology on Reading Ability among ...paperpublications3
Abstract: Good performance in English opens doors to many lucrative careers locally and internationally. Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to determine the effect of teachers’ competence on reading ability among pre-school children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive and inferential statistics. The study findings revealed that there are more female pre-school teachers than male. It was also found that most of the pre-school teachers were inexperienced. Results indicated that the teachers’ competency in English phonology was below average. The study results indicated that the pre-school children reading ability was poor. Teacher competency in English phonology was found to have a positive significant effect on reading ability of pre-school children (β= .307, p<0.05). The study concluded that pre-school teaching is a gendered profession characterized by low competency in English phonology. It was also concluded that teacher competency in English phonology has a bearing on the reading ability of pre-school children. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: Effect of Teachers’ Competence in English Phonology on Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
INFLUENCE OF THE GENDER FACTOR ON A STUDENT’S LEARNING STYLE AND ACHIEVEMENT...btlsvr
This document discusses research on the influence of gender on students' language learning styles and achievements. It finds that males and females have different learning preferences, with males tending to be more visual, kinesthetic, and competitive, while females are more auditory, collaborative, and oriented towards authority figures. Specific language tasks also show gender differences, with females generally outperforming males on tasks involving verbal skills and memory, while males do better on spatial and logical problem-solving tasks. These differences may be partly due to biological factors like differences in the corpus callosum region of the brain between males and females. The conclusion advocates designing language learning to match students' individual gender-based learning styles in order to improve their achievements.
The document provides statistics and research findings about literacy rates and the consequences of illiteracy in the United States. It finds that 283% more students are receiving special education services for specific learning disabilities than 30 years ago. Many of these students do not have true learning disabilities but have failed for years until their performance matches students with disabilities. The key to solving the literacy crisis is prevention and early intervention in general education. Waiting until 3rd or 4th grade for reading remediation leads to poor outcomes. The document outlines negative consequences of illiteracy such as unemployment, criminal behavior, and incarceration. It advocates for identifying struggling readers early and providing explicit, systematic phonics instruction to remediate reading difficulties.
Wong ratcliff effects of the reading first program on acquisition of early li...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The document discusses developing oral communication skills for giving directions through role-playing activities. It notes that some students struggled to give directions in English and were shy speaking. The researcher investigated using role-playing with information gaps to improve skills. Preliminary tests showed the selected students performed poorly in direction-giving tasks and role-plays compared to peers. The researcher planned to use role-playing to increase engagement, vocabulary, and confidence in speaking English to give directions.
This document discusses critical media literacy and its importance in education. It analyzes a short film about a Mexican immigrant student named Moises who struggles in his math class due to a language barrier. Critical media literacy could help students like Moises interpret texts and better understand course material. The concept provides frameworks to critically analyze power structures and representations in media. It is an important tool that can help immigrant students navigate cultural and linguistic challenges when pursuing education.
The document discusses phonemic awareness and its importance in reading instruction. Some key points:
- Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. Explicit instruction can help develop critical levels of phonemic awareness.
- The National Reading Panel found strong evidence that teaching children to manipulate sounds helps them learn to read and spell. Instruction should focus on isolation, identification, blending, segmentation, deletion, addition, and substitution of sounds.
- Effective instruction is explicit, occurs in small groups, and provides scaffolding tailored to individual needs. Between 5-18 hours of phonemic awareness instruction yields significant benefits for reading acquisition.
This document discusses strategies for improving English language learners' (ELLs) performance in reading, literacy, and social sciences. It notes that ELL students face many challenges, such as lack of background knowledge, unfamiliar vocabulary, and cultural differences. Standardized tests often do not accurately reflect what ELL students have learned. The document recommends strategies like using content maps, guiding questions, and simplifying text to help ELLs comprehend social sciences. It also discusses barriers ELLs face in literacy development and suggests teachers need balanced literacy instruction and understanding of ELL language acquisition.
The purpose of this study is to determine if there were relationships among learning style
preference, gender and English language performance of EFL Libyan secondary school students
in Malaysia. Specifically, the study was guided by three research questions focused on Libyan
student’s level of performance in EFL class in Malaysia, their learning styles and gender, and the
relationship between students’ learning styles and their English language performance. There has
been a limited number of studies on Libyan secondary schools’ student studying in Malaysia.
This study was a correlational study involving 108 Libyan secondary school students in Malaysia.
Data was analysed using the statistical package for Social Science (SPSS, version 20.0). The
results showed that most learners who participated in this study had a medium proficiency level
in the English language and majority of the Libyan students preferred independent learning style.
It was found that there was a difference in the learning styles preferred by female and male
secondary school students. The study also revealed that there was no significant relationship
between students’ overall learning styles and their English language performance and.
Recommendations were offered. Future researches could use more than one school to obtain
accurate results and could also focus on gender biases.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Development of emergent literacy and early reading skills in preschoolmrwindy_3282
This document summarizes a study that examined the development of emergent literacy skills in preschool children and their relationship to later reading abilities. The study used structural equation modeling to analyze data from two samples of preschool children who were followed longitudinally. The results revealed significant continuity in letter knowledge and phonological sensitivity skills from late preschool to early elementary school. Letter knowledge and phonological sensitivity were also the only unique predictors of later decoding abilities.
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com.docxdurantheseldine
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com
EXCHANGE JULY/AUGUST 2018
create a cohesive story, or idea, in the case of expository text
(Hogan, Adlof, & Alonzo, 2014). Early elementary school
reading curricula focus primarily on teaching word reading.
To prepare children for this curricular focus, preschool
teachers are spending more time on pre-reading skills such
as print awareness, letter recognition, and letter-sound
correspondences, thereby leaving less time for activities that
increase language skills foundational for comprehension.
As a result, some children are becoming good word readers
who cannot comprehend the texts they read (Catts, Hogan, &
Adlof, 2005).
Noting this trend, the U.S. Department of Education funded
the Reading for Understanding initiative in 2010. This was the
largest federal research initiative ($120 million) since sending
a man to the moon in the 1960s. RFU provided funding to six
teams, or consortiums, of researchers to determine the devel-
opmental processes underpinning reading comprehension
and to create and test evidence-based interventions to
improve reading comprehension in children preschool
through 12th grade (Douglas & Albro, 2014).
Language development begins in utero and continues to
expand across the lifespan. Early childhood in particular is a
time of extraordinary gains in language that set the stage for
academic achievement. In a recent study, my colleagues and I
found that language skills measured at as early as 15 months
predicted reading comprehension in fifth grade (Petscher,
Justice, & Hogan, 2017). One pillar of most, if not all, preschool
curricula is shared book reading, in which children listen to
a text read aloud. In this article, I describe work by a feder-
ally funded consortium that provides an evidence-base on
how best to leverage shared book reading to stimulate early
comprehension, which in turn builds a strong foundation for
future academic achievement.
What Does the Research Say?
Reading comprehension is comprised of both word reading—
turning printed text into spoken words either read aloud
or kept in one’s head—and language comprehension—under-
standing these spoken words as connected language that
Tiffany P. Hogan, Ph.D., CCC-SLP, is director of the
speech and language (SAiL) literacy lab, and
professor in the department of communication
sciences and disorders at MGH Institute of
Health Professions in Boston, Massachusetts.
Hogan studies the genetic, neurologic, and
behavioral links between oral and written
language development, with a focus on improving assessment
and intervention for young children with speech, language
and/or literacy impairments. Her research is funded by the
National Institutes of Health’s National Institute on Deafness
and Other Communication Disorders and the Department of
Education’s Institute of Education Sciences. Hogan teaches
graduate courses in literacy assessment and intervent.
Vocabulary instruction is important for reading comprehension. Students need to learn an average of 2,000-3,000 new words per year. Direct vocabulary instruction should include defining words, using them in contexts, and having multiple exposures. Indirect instruction like wide reading is also important. The gap in vocabulary knowledge between strong and weak readers grows over time. Effective instruction includes promoting word consciousness, pre-teaching words before reading, and using strategies like context clues.
This study examined the effects of language teaching strategies in Amhara region, Ethiopia on children’s phonemic awareness reading performance. To this end, one hundred and two grade one children of two intact sections (n=50) and (n=52) were selected and participated as experimental and control groups, respectively. The research employed quasi-experimental pre- and post-test research design that aimed at examining the effects of reading strategies in children’s phonemic awareness performance. Besides, the researchers collected data through non-participant observation and teacher self-reflection reports. To analyze children’s phonemic awareness, paired samples t-test was computed using pre- and post-test scores of the children. To analyze the qualitative data, researchers employed narratives based on categories formed considering the basic themes of the research questions of this paper. Findings indicated that phonemic awareness reading strategies used in Amhara region could improve children’s phonemic awareness performance. Furthermore, observation and teachers’ reflections showed that there were positive results on the application of the strategies in improving children’s phonemic awareness. Eventually, recommendations and implications for further research were suggested.
Mother Goose Rhyme Puzzles and Struggling ReadersKate Honan
This document discusses using memorized nursery rhymes to help struggling early readers improve their reading skills. It proposes that second grade students with low oral reading fluency who participate in 60-90 minutes per week of nursery rhyme activities for 18 weeks will see an increase in oral reading fluency and recognition of taught words. The activities include reading nursery rhymes whole and breaking them into individual word puzzles to focus on spelling. Research suggests this approach could build motivation and engagement for struggling readers by making reading an enjoyable activity where they experience success recognizing familiar words.
This document discusses literacy development in children from birth to age 8. It defines literacy and language and outlines the stages of reading development from birth through early school years. Key aspects of literacy development include emergent literacy skills like phonological awareness, vocabulary, and comprehension that develop from oral language exposure. Family involvement and home literacy environment also influence reading development. The role of educators is to intentionally support play-based learning, create literacy-rich environments, and use various assessment strategies to track children's progress.
This document discusses the importance of phonemic awareness, phonology, and fluency for reading instruction. It notes that children with spoken language delays are at risk for literacy problems, and early language factors can predict reading outcomes. Specific variables like sentence imitation, letter identification, and phonological awareness can identify 88% of children at risk of reading problems. The document also discusses phonological processing skills, phonological awareness, and the role of speech language pathologists in assessing and providing intervention in these areas to support reading.
This document provides background information on a study exploring the benefits of the Talk for Writing literacy scheme from the perspectives of primary school pupils and teachers. It describes the school where the research took place, which had a diverse student population and above-average needs. The document outlines the study's methodology, which used a case study approach to examine how the Talk for Writing scheme was implemented in a Year 2 classroom and to analyze student work and feedback from focus pupils. It also reviews relevant literature on learning styles, memory development, and theories of multiple intelligences to provide context for analyzing the outcomes of using the Talk for Writing approach.
A study of the effect of home, school, and personal variables on students’ re...Alexander Decker
This study investigated the effects of home, school, and personal variables on 200 Nigerian secondary students' reading comprehension achievement. The study found that while all variables affected performance, home and school factors had a significant effect, whereas personal variables did not. It was concluded that considering the variables together would largely predict reading comprehension achievement. The study recommended that parents and teachers have important roles to play in improving students' English language comprehension skills.
This document discusses a study aimed at improving reading fluency among Year 2 pupils in Malaysia. It identifies that the pupils have difficulties pronouncing words with the phonemes /a/ and /u/ accurately due to confusion between English and Malay pronunciation. The study will examine the effectiveness of a "Phonic Race" game-based strategy in developing phonetic awareness and pronunciation. Specifically, it aims to identify the most problematic phoneme, and determine if Phonic Race can improve phonetic awareness and pronunciation. The target group are 12 Year 2 pupils with varying English proficiency levels.
This study examined the reading readiness skills of preschoolers from different socioeconomic backgrounds. Parents completed questionnaires about their children's backgrounds and teachers rated the children's reading skills. Preliminary analyses found no significant differences in reading skills between children from middle and low socioeconomic status families enrolled in quality daycare programs. All but one child from both groups met the expected criteria for their ages in emergent reading and writing skills. The findings suggest that high quality early education may help to alleviate differences in reading readiness related to socioeconomic status.
Effect of Teachers’ Competence in English Phonology on Reading Ability among ...paperpublications3
Abstract: Good performance in English opens doors to many lucrative careers locally and internationally. Teaching reading and success in reading ability is therefore important for young learners. However, the ability for teachers to teach reading is not well documented. Little research has been conducted on teachers’ competence and attitudes towards reading ability among learners at preschool level. The objective of this study was to determine the effect of teachers’ competence on reading ability among pre-school children in Elgeyo Marakwet County, Kenya. The theory of planned behaviour and education production function theory guided the study. The study employed the mixed methods approach. An explanatory research design was used. The target population was all the 1252 pre-school teachers in Elgeyo Marakwet County Kenya. Multistage random sampling technique was used to select the participating schools and individual teachers. A sample size of 294 schools was used. The instruments utilised were questionnaires, and observation schedules. Data was analysed using descriptive and inferential statistics. The study findings revealed that there are more female pre-school teachers than male. It was also found that most of the pre-school teachers were inexperienced. Results indicated that the teachers’ competency in English phonology was below average. The study results indicated that the pre-school children reading ability was poor. Teacher competency in English phonology was found to have a positive significant effect on reading ability of pre-school children (β= .307, p<0.05). The study concluded that pre-school teaching is a gendered profession characterized by low competency in English phonology. It was also concluded that teacher competency in English phonology has a bearing on the reading ability of pre-school children. The study therefore recommended that pre-school teachers be trained to improve their competency in English phonology as to improve the reading ability of pre-school children.
Keywords: English Phonology, Teacher Competency, Reading Ability.
Title: Effect of Teachers’ Competence in English Phonology on Reading Ability among Pre-School Children in Elgeyo Marakwet County, Kenya
Author: Muthoni Bilhah Kiptoo, Prof. Khaemba Ongeti, Prof. J.K. Too
ISSN 2349-7831
International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)
Paper Publications
INFLUENCE OF THE GENDER FACTOR ON A STUDENT’S LEARNING STYLE AND ACHIEVEMENT...btlsvr
This document discusses research on the influence of gender on students' language learning styles and achievements. It finds that males and females have different learning preferences, with males tending to be more visual, kinesthetic, and competitive, while females are more auditory, collaborative, and oriented towards authority figures. Specific language tasks also show gender differences, with females generally outperforming males on tasks involving verbal skills and memory, while males do better on spatial and logical problem-solving tasks. These differences may be partly due to biological factors like differences in the corpus callosum region of the brain between males and females. The conclusion advocates designing language learning to match students' individual gender-based learning styles in order to improve their achievements.
The document provides statistics and research findings about literacy rates and the consequences of illiteracy in the United States. It finds that 283% more students are receiving special education services for specific learning disabilities than 30 years ago. Many of these students do not have true learning disabilities but have failed for years until their performance matches students with disabilities. The key to solving the literacy crisis is prevention and early intervention in general education. Waiting until 3rd or 4th grade for reading remediation leads to poor outcomes. The document outlines negative consequences of illiteracy such as unemployment, criminal behavior, and incarceration. It advocates for identifying struggling readers early and providing explicit, systematic phonics instruction to remediate reading difficulties.
Wong ratcliff effects of the reading first program on acquisition of early li...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The document discusses developing oral communication skills for giving directions through role-playing activities. It notes that some students struggled to give directions in English and were shy speaking. The researcher investigated using role-playing with information gaps to improve skills. Preliminary tests showed the selected students performed poorly in direction-giving tasks and role-plays compared to peers. The researcher planned to use role-playing to increase engagement, vocabulary, and confidence in speaking English to give directions.
This document discusses critical media literacy and its importance in education. It analyzes a short film about a Mexican immigrant student named Moises who struggles in his math class due to a language barrier. Critical media literacy could help students like Moises interpret texts and better understand course material. The concept provides frameworks to critically analyze power structures and representations in media. It is an important tool that can help immigrant students navigate cultural and linguistic challenges when pursuing education.
The document discusses phonemic awareness and its importance in reading instruction. Some key points:
- Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. Explicit instruction can help develop critical levels of phonemic awareness.
- The National Reading Panel found strong evidence that teaching children to manipulate sounds helps them learn to read and spell. Instruction should focus on isolation, identification, blending, segmentation, deletion, addition, and substitution of sounds.
- Effective instruction is explicit, occurs in small groups, and provides scaffolding tailored to individual needs. Between 5-18 hours of phonemic awareness instruction yields significant benefits for reading acquisition.
This document discusses strategies for improving English language learners' (ELLs) performance in reading, literacy, and social sciences. It notes that ELL students face many challenges, such as lack of background knowledge, unfamiliar vocabulary, and cultural differences. Standardized tests often do not accurately reflect what ELL students have learned. The document recommends strategies like using content maps, guiding questions, and simplifying text to help ELLs comprehend social sciences. It also discusses barriers ELLs face in literacy development and suggests teachers need balanced literacy instruction and understanding of ELL language acquisition.
The purpose of this study is to determine if there were relationships among learning style
preference, gender and English language performance of EFL Libyan secondary school students
in Malaysia. Specifically, the study was guided by three research questions focused on Libyan
student’s level of performance in EFL class in Malaysia, their learning styles and gender, and the
relationship between students’ learning styles and their English language performance. There has
been a limited number of studies on Libyan secondary schools’ student studying in Malaysia.
This study was a correlational study involving 108 Libyan secondary school students in Malaysia.
Data was analysed using the statistical package for Social Science (SPSS, version 20.0). The
results showed that most learners who participated in this study had a medium proficiency level
in the English language and majority of the Libyan students preferred independent learning style.
It was found that there was a difference in the learning styles preferred by female and male
secondary school students. The study also revealed that there was no significant relationship
between students’ overall learning styles and their English language performance and.
Recommendations were offered. Future researches could use more than one school to obtain
accurate results and could also focus on gender biases.
A lack of reading limits one’s quality of life (Bradford, Shippen, Alberto, Houschins, & Flores, 2006) and yet only 1 in 5 students with intellectual disabilities reaches minimal literacy levels (Katims, 2001). Slow development of reading skills may affect more than just one academic subject but may also delay language acquisition, general knowledge, vocabulary, and even social acceptance.
However, “Literacy and reading instruction for students with significant intellectual disabilities is in its infancy….there is a dearth of information regarding complete instructional programs that might help these children learn to read and write” (Erickson et al., 2009, p. 132).
Development of emergent literacy and early reading skills in preschoolmrwindy_3282
This document summarizes a study that examined the development of emergent literacy skills in preschool children and their relationship to later reading abilities. The study used structural equation modeling to analyze data from two samples of preschool children who were followed longitudinally. The results revealed significant continuity in letter knowledge and phonological sensitivity skills from late preschool to early elementary school. Letter knowledge and phonological sensitivity were also the only unique predictors of later decoding abilities.
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com.docxdurantheseldine
12 BRIDGING RESEARCH AND PRACTICE www.ChildCareExchange.com
EXCHANGE JULY/AUGUST 2018
create a cohesive story, or idea, in the case of expository text
(Hogan, Adlof, & Alonzo, 2014). Early elementary school
reading curricula focus primarily on teaching word reading.
To prepare children for this curricular focus, preschool
teachers are spending more time on pre-reading skills such
as print awareness, letter recognition, and letter-sound
correspondences, thereby leaving less time for activities that
increase language skills foundational for comprehension.
As a result, some children are becoming good word readers
who cannot comprehend the texts they read (Catts, Hogan, &
Adlof, 2005).
Noting this trend, the U.S. Department of Education funded
the Reading for Understanding initiative in 2010. This was the
largest federal research initiative ($120 million) since sending
a man to the moon in the 1960s. RFU provided funding to six
teams, or consortiums, of researchers to determine the devel-
opmental processes underpinning reading comprehension
and to create and test evidence-based interventions to
improve reading comprehension in children preschool
through 12th grade (Douglas & Albro, 2014).
Language development begins in utero and continues to
expand across the lifespan. Early childhood in particular is a
time of extraordinary gains in language that set the stage for
academic achievement. In a recent study, my colleagues and I
found that language skills measured at as early as 15 months
predicted reading comprehension in fifth grade (Petscher,
Justice, & Hogan, 2017). One pillar of most, if not all, preschool
curricula is shared book reading, in which children listen to
a text read aloud. In this article, I describe work by a feder-
ally funded consortium that provides an evidence-base on
how best to leverage shared book reading to stimulate early
comprehension, which in turn builds a strong foundation for
future academic achievement.
What Does the Research Say?
Reading comprehension is comprised of both word reading—
turning printed text into spoken words either read aloud
or kept in one’s head—and language comprehension—under-
standing these spoken words as connected language that
Tiffany P. Hogan, Ph.D., CCC-SLP, is director of the
speech and language (SAiL) literacy lab, and
professor in the department of communication
sciences and disorders at MGH Institute of
Health Professions in Boston, Massachusetts.
Hogan studies the genetic, neurologic, and
behavioral links between oral and written
language development, with a focus on improving assessment
and intervention for young children with speech, language
and/or literacy impairments. Her research is funded by the
National Institutes of Health’s National Institute on Deafness
and Other Communication Disorders and the Department of
Education’s Institute of Education Sciences. Hogan teaches
graduate courses in literacy assessment and intervent.
Vocabulary instruction is important for reading comprehension. Students need to learn an average of 2,000-3,000 new words per year. Direct vocabulary instruction should include defining words, using them in contexts, and having multiple exposures. Indirect instruction like wide reading is also important. The gap in vocabulary knowledge between strong and weak readers grows over time. Effective instruction includes promoting word consciousness, pre-teaching words before reading, and using strategies like context clues.
Running head LEARNING TO READ1LEARNING TO READ6.docxwlynn1
Running head: LEARNING TO READ 1
LEARNING TO READ 6
Learning to Read
Mary Williams
CSU
3/10/19
Learning to Read
Learning to read entails a complicated process progressing continuously from childhood. Orthographic knowledge and phonological awareness are ideal in the acquisition of reading and related writing skills. Their learning to read attributes to the ability of an individual and the information stored on memory to encode a spoken language. Also, the ability to comprehend, as well as detect the sound, and any units even small of distinct sounds in a speech postulate the process of learning that is unique to each.
From the empirical studies by Gray (2010), I have got to acknowledge that individuals, especially children take their primary step early in life to learn how to write and read. They develop fundamental concept understanding revolving around literacy and its importance before exhibiting production skill of reading and writing. Research postulates that children acknowledge the use of symbols, incorporating oral language, prints, pictures, and take part incoherent combination, therefore, facilitating their communication and creation of meaning in various contexts.
Children acquire substantial knowledge attributing to systems of the alphabet; begin to process the relationship between letters and sounds, as well as reading words, from their initial interaction and experiences with adults. In their continuous learning process, they effectively incorporate these formulations into structures and patterns that in turn facilitate fluency, as well as automaticity in learning. The all or nothing analogy defines the developmental continuum, thus conceptualizing acquisition of the learning skills.
Affirmatively, research on “learning to read” shows that the process develops naturally only after careful instruction and planning. Active and regular interactions with prints are of the essenceof this process. Immediate experiences with written and oral language lead to the required specific abilities critical for writing and reading. The skills one has early in their lives define the expectations and assumptions concerning inspiring a child to practice learning and becoming literate. From differentbackgrounds, the young person gets to acknowledge that writing and reading are significant elements that enable them to execute different things in their lives.
Moreover, children begin experimenting with language in their first periods of life. For instance, toddlers produce sounds imitating rhythms and tones of adult talk as they read facial expressions and gestures. Therefore, associating sequences of sounds with words frequently heard also, children delight in listening to familiar rhymes and jingles, manipulate objects like alphabet blocks and board books, as well as playing along with games such as pat-a-cake and peek-a-boo in their play. As a result, children learn to use several symbols from these first beginnings.
.
Parental involvement in the development of children's reading skillmrwindy_3282
This 5-year longitudinal study examined the relationship between parental involvement, children's language and literacy development, and later reading achievement. The study found:
1) Exposure to storybooks at home was related to the development of children's vocabulary and listening comprehension skills. These language skills directly predicted reading ability in grade 3.
2) Parental teaching of reading and writing words at home was related to the development of children's early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3.
3) Word reading ability at the end of grade 1 predicted reading comprehension in grade 3. Thus, different aspects of early home experiences influence reading through different pathways.
This document provides background information for a teacher study investigating how instruction in phonemic awareness affects decoding skills in readers with dyslexia. It begins with an introduction outlining the problem, purpose, and research question of the study. It then reviews related literature on phonemic awareness and decoding. Phonemic awareness is established as important for reading acquisition, and instruction should include activities to teach sound manipulation. Decoding relies on applying letter-sound knowledge to read words. The document discusses theories of reading development and challenges faced by students with dyslexia.
This document discusses the importance of phonemic awareness in learning to read and spells. It notes that without adequate phonemic awareness, readers must rely on guessing and visual memory rather than understanding sounds in words. Approximately 10-33% of people have difficulty with phonemic awareness, which can limit their ability to decode words and benefit from phonics instruction. The document stresses that phonemic awareness is the best predictor of early reading success more than other factors like IQ. It questions why Australia continues to use instructional approaches that have been shown to limit literacy development and notes alarming rates of functional illiteracy in the country.
This document discusses the benefits of teacher involvement in play-based learning for children's language development and self-regulation. It finds that teacher-directed play can enhance oral language skills like vocabulary and narrative abilities. Specifically, teachers can model complex language and ask open-ended questions to stimulate conversation during play. The document also links teacher involvement in play to improvements in children's literacy skills like print awareness and writing. Finally, it suggests teacher guidance in play may implicitly help develop children's self-regulation abilities which are important for academic success.
Effects of Phonological Awareness Among ESL LearnersMuhammad Zulkafli
1. The study examined the effects of a phonological awareness program on improving the English reading ability of adult students at Universiti Utara Malaysia.
2. Five students participated in a pre-test, two-week phonological awareness intervention program focusing on international phonetic alphabets, and post-test.
3. The results found that all students improved their reading time on the post-test, with time reductions ranging from 0.99% to 16.45%. This supports the hypothesis that phonological awareness can improve adult reading ability.
The document discusses a study that examines the influence of teaching sight words and phonics simultaneously on improving reading comprehension for Iranian elementary EFL learners, with a focus on gender. The study involved 180 students who took a pre-test, with 120 then receiving instruction using both sight words and phonics over 10 sessions. The experimental group showed improved reading skills compared to the control group on the post-test. The study also found no significant difference in outcomes between male and female students who received the combined instruction approach. The findings suggest that a simultaneous approach to teaching sight words and phonics can effectively support and improve reading comprehension for elementary EFL learners.
Language acquisition entails the acquisition of several crucial linguistic components like phonology, morphology, syntax
and semantics. Individual elements merge seamlessly with each other giving birth to insightful communication whenever
needed. Among these varied but fundamental aspects necessary for any competent communicator, is adding on the vital aspect of tense marking
appropriately into conversations or text rendering accurately when an event occurred or will occur. We must appreciate this pivotal role played by
acquiring uency in using verb tenses by young children seeking effective communication alongside understanding its importance a bit more in
the language development process. The study attempts to investigate the acquisition of tense markers in typical children speaking Hindi with the
goal of assessing data from children in the age range of 6-8 years. Results suggested that tense markers increased with age. Almost half of the tense
markers were not fully acquired by the age of 8 years. The research also analysed various studies that uphold the ndings.
This lesson plan aims to develop empathy in students for their hearing-impaired peers. It involves having students listen to an audiotape called the "Unfair Hearing Test", which simulates different types and degrees of hearing loss. After listening, students write about how they felt when they could not hear well, how hearing loss could impact classroom participation, and how those with hearing loss may compensate. The goal is for students to gain appreciation for the challenges of hearing loss and how to work more effectively with hearing-impaired classmates.
This document discusses early childhood literacy development from ages 4 to 8. It describes emergent literacy, which refers to the reading and writing concepts, behaviors, and dispositions that develop before conventional literacy. Key aspects of emergent literacy include: literacy is meaningful for real purposes; children learn through active engagement; and a broad range of knowledge, skills and strategies are involved. Emergent reading and writing involve behaviors like labeling pictures, sounding out stories, and using scribbles, letters, and invented spelling. Oral language and engagement are also important for literacy development.
The document discusses language development in young children and strategies for promoting emergent literacy skills. It provides a chart outlining typical language development milestones from 6 months to 5 years. It also discusses theories of language learning, the importance of reading aloud interactively, and strategies shown to be effective for promoting vocabulary, print awareness, writing skills, letter knowledge, and phonological awareness. Overall, the key strategies emphasized are reading aloud to children, fostering conversations, and providing a language-rich environment.
Indianapolis Public Schools Orton-Gillingham PilotJamey Peavler
The document summarizes an Orton-Gillingham pilot reading program implemented in two Indianapolis elementary schools. It found that the core reading program was not meeting the needs of most students and more intensive interventions were needed. A diagnostic assessment revealed specific gaps in phonics skills. The pilot program provided teacher training in Orton-Gillingham and multisensory instruction, developed daily phonics lessons, and offered coaching support. Results showed significant growth on DIBELS assessments from the beginning to middle of the year, with many kindergarten students already meeting end of year benchmarks. The program enhanced phonics instruction and helped reduce the number of students needing additional interventions.
1. Systematic phonics instruction teaches the relationship between letters and sounds and how to blend sounds to read words. It has been shown to significantly improve reading ability for students in kindergarten through 1st grade.
2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
3. The National Reading Panel found that systematic phonics instruction improves decoding, spelling, and reading comprehension for students of all backgrounds and prevents reading difficulties.
This document discusses education inequality in Ivory Coast in the context of the COVID-19 pandemic. It identifies types of conventional education inequalities related to school attainment, distribution, completion, and learning outcomes. While efforts have been made to promote equality and equity, inequalities persist. The use of media education during COVID-19 in Ivory Coast revealed gender and regional inequalities. There were both similarities and differences between conventional and media-based education inequalities. Media education helped reduce some inequalities but also created new ones related to access and resources. Addressing issues like school locations, inequity, and rural-urban divides could help promote more equal education opportunities.
This document summarizes a research paper that examines how a lack of local legitimacy has undermined the effectiveness of UN peacekeeping missions in the Horn of Africa region. It finds that host governments and conflicting parties often perceived missions as inappropriate or partisan, reducing cooperation. When local actors see missions as illegitimate, they are less likely to comply or support them. The document analyzes how legitimacy deficits influenced specific missions, like UNOSOM in Somalia in the 1990s, which failed in part due to a lack of consent from powerful Somali warlords. Overall, it concludes that a lack of local legitimacy has made missions unable to resolve conflicts and promote sustainable peace in the region.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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1. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 23
American Research Journal of Humanities & Social Science (ARJHSS)
E-ISSN: 2378-702X
Volume-03, Issue-08, pp 23-31
August-2020
www.arjhss.com
Research Paper Open Access
The Effect of Oral Reading Fluency on the Reading Performance
of Children with Reading Difficulties within Buea Municipality,
Cameroon
1
Frida Nalovah Molonge, 2
Blasius Chiatoh, Ph.D
1
PhD Fellow, Department of Educational Psychology, Faculty of Education, University of Buea, Cameroon
2
Department of Linguistics, Faculty of Arts, University of Buea, Cameroon.
*Corresponding Author: 1
Frida Nalovah Molonge
ABSTRACT:- This study examined the effect of phonics method on oral reading fluency on the reading
performance of children with reading difficulties in Buea municipality. Quasi-experimental research design was
used for the study. The population of the study comprised of all primary three children with reading difficulties.
Fourteen (14) children were drawn from the population to form the sample. The children were then divided into
experimental and control groups (7 children in each group). Data was collected using the reading readiness
diagnostic instrument. And data was analysed using mean difference, standard deviations and the Cramer’s V to
measure the progression rate. The findings of the study indicate that oral reading fluency has an effect on the
reading performance of children as indicated on the results of the experimental group which was higher than that
of the control group. The hypothesis here stated is then rejected thus implying that the phonics method has a
significant positive influence on the oral reading fluency of children.
Keywords: Oral Reading Fluency, Reading Performance, Children with Reading Difficulties
Introduction and Conceptual Trends of Issues on Oral Reading Fluency: Reading Performance Of
Children With Reading Difficulties
One of the methods that have proven to be an effective method in the teaching of reading has been the
phonics method which is the system of teaching reading that builds on the alphabetic principle, that is, the
relationship between letters or groups of letters and their corresponding sounds. The phonics method of teaching
reading encourages the learners to work out the meaning of sounds (syllables) and to “blend” these sounds to
form words.
Learning to read is not a natural process and most children need explicit instruction in order to acquire
and master the various types of knowledge, skills, and strategies involved in reading (Lyon, 1998; Spear-
Swerling & Sternberg, 2001). Children differ in the amount of direct teaching they require to achieve these
component skills in reading. While some will require specific training in phonological awareness to pave the
way for learning the alphabetic code (Scanlon & Vellutino, 1997) others require much more time and practice.
A majority of children will require direct and explicit training in phonic skills and word analysis strategies in
order to gain confidence in decoding and spelling (Jenkins & O’Connoi, 2002). The National Reading Panel
stresses the instruction of phonics should be systematic and explicit (National Reading Panel, 2000). Other
studies confirm these findings (Joseph & Schisler, 2007; Torgesen, Alexander, Wagner, Rahotte, Voeller &
Conway, 2001).
The National Reading Panel (2004) found that phonics instruction is an effective approach to teaching
reading for children from kindergarten through 6th grade, and for all children who are having difficulty in
learning to read. The National Reading Panel also found that phonics instruction benefits all ages in learning to
spell (Phajane, 2014). Using the phonics method in the teaching of the alphabetic code helps children to build
their skills in word decoding (Allington, 2005). Other studies as cited by (Phajane, 2014), reports that phonics
instruction improves children's ability to identify words, that useful phonics strategies include teaching children
2. American Research Journal of Humanities & Social Science (ARJHSS)R) 2020
ARJHSS Journal www.arjhss.com Page | 24
the sounds of letters in isolation and in words and teaching them to blend the sounds of letters together to
produce approximate pronunciations of words. It also states that phonics instruction should occur in conjunction
with opportunities to identify words in meaningful sentences and stories (Gray & McCutchen, 2006).
Hudson, Lane & Pullen (2005) offer us a very comprehensive definition of the term: oral reading
fluency, they suggest, is the “accurate reading of connected text at a conversational rate with appropriate
prosody or expression” (Hudson, et al., 2005, p.702). Another definition by Caitlin & Cummings, (2013) defines
oral reading fluency as “the ability to read connected text quickly, accurately and with expression in doing so;
there is no noticeable cognitive effort that is associated with decoding word on the page”. In a communicative
context of language teaching this particular skill emerges as an essential constituent of language development as
it has been found to be one of the most reliable predictors of overall reading competence (Hudson, et al., 2005;
Fuchs, Fuchs, Hosp & Jenkins, 2001) and reading comprehension (Allington, 1983; Johns, 1993; Samuels,
1988; Schreiber, 1980 in Hudson et al., 2005). Reading fluency is closely connected to text comprehension. If
words are read inaccurately, the reader will fail to perceive the author’s intended meaning, and thus misinterpret
the text. A reader’s capacity to understand the text is hindered by poor automaticity in word reading while slow
movement through the text can act as a distractor posing further limitations to this reader’s ability to
comprehend meaning (Hudson, et al., 2005).
Most studies investigating the correlations between oral reading fluency and reading competence do so
by measuring reading fluency first in a very simple way: they count number of words read correctly by
particular readers in a given time (Hudson et al., 2005; Fuchs et. al., 2001; Shinn, Good, Knutson, Tilley &
Collins, 1992; Tsiadimos, 2015).
There is a great deal of evidence which shows that children’s early reading progress depends critically
on their oral language skills (Muter, Hulme, Snowing & Stevenson, 2004). Oral language is the foundation for
literacy in general and for reading comprehension especially (Pan, 2011). Studies have shown that children who
demonstrate oral language fluency learn to read more efficiently (National Institute for Literacy, 2008). Also, a
longitudinal study on vocabulary and grammatical knowledge showed that these two were significant predictors
of reading Muter, Hulme, Snowing & Stevenson, 2004). It is, therefore, important and imperative that classroom
intervention programs on reading be implemented in order to improve on reading (Morgan, 2017).
Statement of the problem
It has been observed that children are able to read out words that are taught to them through drills and
memorization methods but are not able to read out the same words presented to them in an alternated order or
when mixed with other words having similar initial, medial or final vowel or consonant sound blends. This is
because the method used in teaching encourages memorization and rote reading rather than developing reading
skills. Most children with reading difficulties may face problems with phonics, and or word recognition, the
effect of reading difficulties makes learning challenging since such children generally lack the ability to
interpret words on page or chalkboard, have trouble recognizing the relationships between letters and sounds or
numbers and the visual symbols that represent them. Children with poor reading skills also perform poorly
during examinations, have low self-esteem and are discouraged with life, turn to be truants and school dropouts,
have dislike for school with a sense of isolation. Without the ability to read well, opportunities for personal
fulfilment and job success inevitably will be lost. This leads one to wonder whether the phonics method can lead
to improved reading performance when employed in our context and classrooms with the influence of
multilanguage’s such as the Pidgin English (which is close to the English language) and the mother tongues of
the learners used for communication at homes and the community. Against this understanding, this study sets
out to investigate the effect of the phonics method on the reading performance of children with reading
difficulties in the Buea municipality.
Theoretical review
Two theories reviewed in this study are stages of reading development by Jeanne S. Chall and the
socio-cultural theory of cognitive development by Vygotsky. One of the major proponents in reading
development who came up with stages in reading is Jeanne Chall. With her works in 1983 and 1996, Chall
categorized reading into six different stages. In her six-stage model of reading acquisition, each stage subsumes
the previous one. The stages are numbered 0 to 5 with the numberless stage (0) accounting for a greater time
span and also greater series of changes than any other stage. Stage (0) is the pre-reading stage: Birth to Age 6;
the period before the child is enrolled in school. What the child knows about reading before the first year of
schooling is of great importance. Admittedly, children who had little or no contact with the language of
instruction in school or with reading in their native language of communication at home for that matter will
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differ at this stage but can compensate for this when they start learning (Chall, 1996). In stage two, which occurs
at ages 6-7 years, there is a progression in the skills learned in stage one. The child becomes faster in decoding
as she/he gains speed in decoding skills and carries out more practice, the child begins to focus on content.
Whole word proponents argue that teaching the child to decode is like teaching the child word without meaning
(Goodman, 1982) which implies that decoding results only in word reading. However, decoding and
comprehension can be learnt together in succession as it is difficult for a child to assign meaning to a word he
cannot read. Decoding is a useful tool in the acquisition of skilled readers which requires accuracy, automaticity
and effortlessness to convert familiar and unfamiliar written words into the spoken language (Ashby & Rayner,
2006).
The stage theory, was relevant to this study because it enabled the researcher to plan the lesson of the
children according the age group of the children having in mind that children learn according to their mental and
chronological age. Giving a child what is more than the child’s capacity to take will make the child not to be
interested or lose interest in what you are teaching the child at a particular time frame. The stage theory shows
exactly what a child can learn at a particular age and time of mental and physical development.
The socio-cultural theory of cognitive development of Vygotsky’s (1961), Vygotsky believed that
individual development could not be understood without reference to the social and cultural context within
which such development is embedded. He states that using activity mediators, the human being is able to modify
the environment and this is her way of interacting with nature. Vygotsky’s further explain that, children learn
and develop their thoughts through collaboration and interaction with more knowledgeable members of their
society. During the interaction, language is used to express and exchange thought, as well as to influence one
another’s thoughts and behavior. The cooperative dialogues between children and their more proficient partners,
together with the partner’s guidance or assistance while doing the tasks, become internalized by the children and
this enables them to guide their own actions and to accomplish skills themselves (Berk & Winsler, 1995).
Furthermore, according to Vygotsky (1978) the sociocultural environment present the novice with a variety of
tasks and demands and engages the novice in his world through the tools. Notwithstanding, parents, teachers as
representatives of culture actualize these instructions primarily through language.
In Vygotsky’s view, learning is an interactive interpersonal activity. Therefore, the tasks which are
provided to promote children’s learning and thinking need to be engaging and suitable for the children’s
cognitive development. The tasks and settings provided for children in a classroom need to be in their ZPDs and
relevant to their social histories and social experiences. This means that the activities have to be challenging for
the children and slightly above the level of their current ability. Teachers also need to provide suitable assistance
for each child at the right time. Of course, teachers have to be in a position to stretch learners through interactive
activities.
As a result of its leaning on the sociocultural theory, the research engineers a departure from the rote
learning approach to the use of partner work, group work, games, and a participatory classroom environment.
Phonics teaching in synthetic and systematic phonics teaching requires that at the beginning learners are given
direct and systematic instruction. Once they have acquired some basic skills, they are able to partner with the
teacher in generating more knowledge and skills. Knowledge acquired from learning basic skills is often enough
for learners to develop more advanced skills (Chall, 1996a). This theory is relevant to the current study in that it
directs the study on how to organize the lessons of the children in a way that will sort the children’s need
depending on their environment and their mental capacity in a gradual way until the children come to the level
of knowing and understanding.
Purpose of the study
The purpose of this study is to find out the effect of the phonics method on the reading performance of
children with reading difficulties.
Specific Objectives
To find out the effect of the phonics method on the oral reading fluency of children with reading
difficulties before and after intervention.
Research question
How would the use of the phonics method affect the oral reading fluency of children with reading difficulties?
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Hypothesis
There is no significant mean effect between children with reading difficulties taught oral reading
fluency using the phonics method with those not taught before and after intervention.
II. METHODS
Research design
The research design that was used in this study is the quasi-experimental design. For the purpose of this
study, the type of quasi experimental design used was the Pre-test Post-Test design with Non-Randomized
experimental and control groups
Table 1: The Pre-test Post-Test Design with Non-Randomized Experimental and Control Groups
Group (independent) Pre-test Experimental Post-test (Formative Evaluation)
G1
G2
Q1
Q1
X Q2
Q2
Table 1 above can be explained as follows:
1. X represents the independent variable, which was referred to as the experimental variable. The
experimental variable has been put into a master plan of activities relating to each variable. Each
subsection of the master plan reflects phonemic awareness activities relating to a variable and a
hypothesis.
2. Q1 and Q2 represent the dependent variable before and after the manipulation of the independent
variable X. In this study, it represents the pre-test and post-test respectively, administered before and
after the experimental treatment.
3. G1 and G2 represent the experimental and control groups respectively.
Population and sample
The population of the study was made up of 197 primary three pupils. From this population, a target
population of 51 pupils with reading difficulties was selected. With an accessible population of 14 primary three
pupils. From the sample, the researcher assigned an equal number of control and experimental group that was
made up of 7 boys and 7 girls.
Instrument used for data collection
Data was collected using a triangulation of instruments. As such the following instruments were used
to collect the data for the study: Teacher’s report which was used to collect the anecdotal records and case
history of the participants, classroom records to collect the children progress during the school year and a pre-
test post-test was given to all the participants before and after the intervention period to get their starting level
and end level of the pupils, the test was made up of a phonemic awareness test, oral blending test, word reading
test, and a spelling test. The test consisted of sections in the phonemic awareness; oral blending; word reading;
spelling. The instrument that were used for treatment were word and letter chats, card board letters, words and
sentences.
Procedure for data collection
A letter of introduction was given to the school head teacher introducing the researcher and soliciting
for cooperation of the school authorities and the pupils. After the researcher had obtained permission from the
school to conduct the research, the researcher then used the reading diagnostic instrument to conduct a pre-test
on the pupils with reading difficulties. After the pupils were identified, they were then divided into control and
experimental groups.
After dividing the pupils into control and experimental groups, the experimental group was then taught
separately with word and letter chats, card board letters, words and sentences using more examples and
illustrations while the control group was taught normally without these items but similar lessons.
After six weeks of treatment, the researcher administered the post-test to both the experimental and the
control group using the same reading diagnostic instrument that was used for pre-test.
III. METHOD OF DATA ANALYSIS
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The statistical procedure that was used to analyse the research question was mean difference, standard
deviations and the Cramer’s V test based on the progression rate, as the composite variables were categorical
and dichotomous (‘Has progressed’ and ‘Has not progressed’). While the hypotheses were verified by
comparing effect sizes, using Cohen’s d.
IV. FINDINGS
The findings are discussed based on the research question and hypothesis according to the performance
of the experimental and control groups.
Research question: How would the use of the phonics method affect the oral reading fluency of children
with reading difficulties?
The results presented here are focused on oral reading fluency of children with reading difficulties in
both the experimental group and the control group as presented below.
The results indicate that the mean scores and standard deviations for blending skills indicated that the
mean score of the pupils on the pre-test was (μ = 2.29, SD = 1.113) and the post-test was (μ = 3.57, SD = 1.134).
The findings indicate that there was an improvement in the mean score (1.28) from the pre-test to the post-test.
Also, the test scores for the rhyme recognition skills indicated that the mean score of the pupils on the pre-test
was (μ = 1.57, SD = 1.397) and the post-test was (μ = 3.14, SD = 1.215). The results show an improvement in
the mean score (1.57) from the pre-test to the post-test. Furthermore, the test scores for the alliteration
identification skills indicated that the mean score of the pupils on the pre-test was (μ = 2.00, SD = 1.155) and
the post-test was (μ = 3.43, SD = 1.272). The results show an improvement in the mean score (1.43) from the
pre-test to the post-test
Table 1: Description of oral reading fluency across test levels for the experimental group
Reading fluency skills Test level
Pre-test Post-test
Blending Mean 2.29 3.57
Median 2.00 3.00
Std. Deviation 1.113 1.134
Rhyme recognition Mean 1.57 3.14
Median 1.00 3.00
Std. Deviation 1.397 1.215
Alliteration identification Mean 2.00 3.43
Median 2.00 3.00
Std. Deviation 1.155 1.272
Alliteration discrimination Mean 2.29 2.86
Median 2.00 3.00
Std. Deviation 1.799 1.952
Oral reading fluency/20 Mean 8.14 13.00
Median 8.00 13.00
Std. Deviation 2.545 3.512
.
Likewise, the test scores for the alliteration discrimination skills indicated that the mean score of the
pupils on the pre-test was (μ = 2.29, SD = 1.799) and the post-test was (μ = 2.86, SD = 1.952). The results show
an improvement in the mean score (0.57) from the pre-test to the post-test. Additionally, the means scores and
standard deviations for the oral reading fluency for the pre-test (μ = 8.14, SD = 2.545) and the post-test (μ =
13.00, SD = 3.512). This shows a general improvement in the mean scores (4.86) from the pre-test to the post-
test. This demonstrates that in the experimental group, there was an improvement from pre-test to post-test for
all the scales and the overall reading fluency. The effect of the intervention shows it positively improved the
various scales of the students on the reading fluency. The results of the control group are presented below in
table 2.
The results indicate that the mean scores and standard deviations for blending skills show that the mean
score of the pupils on the pre-test was (μ = 2.14, SD = 0.69) and the post-test was (μ = 2.43, SD = 0.535). The
findings indicate that there was an improvement in the mean score (0.29) from the pre-test to the post-test. Also,
the test scores for the rhyme recognition skills indicated that the mean score of the pupils on the pre-test was (μ
= 2.29, SD = 0.488) and the post-test was (μ = 2.43, SD = 0.535). The results show a small improvement in the
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mean score (0.14) from the pre-test to the post-test. Furthermore, the test scores for the alliteration identification
skills indicated that the mean score of the pupils on the pre-test was (μ = 2.57, SD = 0.976) and the post-test was
(μ = 2.71, SD = 0.756). The results show a slight improvement in the mean score (0.14) from the pre-test to the
post-test.
Table 2: Description of oral reading fluency across test levels for the experimental group
Test level
Pre-test Post-test
Blending pre-test Mean 2.14 2.43
Median 2.00 2.00
Std. Deviation .690 .535
Rhyme recognition pre-test Mean 2.29 2.43
Median 2.00 2.00
Std. Deviation .488 .535
Alliteration identification pre-test Mean 2.57 2.71
Median 3.00 3.00
Std. Deviation .976 .756
Alliteration discrimination pre-test Mean 2.29 2.57
Median 2.00 3.00
Std. Deviation .488 .535
Oral reading fluency/20 pre-test Mean 9.29 10.14
Median 10.00 11.00
Std. Deviation 1.799 1.215
Likewise, the test scores for the alliteration discrimination skills indicated that the mean score of the
pupils on the pre-test was (μ = 2.29, SD = .488) and the post-test was (μ = 2.57, SD = 0.535). The results show
an improvement in the mean score (0.28) from the pre-test to the post-test. Additionally, the means scores and
standard deviations for the oral reading fluency for the pre-test (μ = 9.29, SD = 1.799) and the post-test (μ =
10.14, SD = 1.215). This shows a general improvement in the mean scores (0.85) from the pre-test to the post-
test. This demonstrates that in the control group, there was a slight improvement from pre-test to post-test for all
the scales and the overall reading fluency of the control group. In the control group, a slight improvement was
obtained with all the scales as well. To further determine the effect of the intervention on the experimental group
on the reading fluency of the pupils the effect was tested as indicated below.
Research hypothesis: There is no significant mean effect between children with reading difficulties taught
oral reading fluency using the phonics method with those not taught before and after intervention.
To ascertain the impact of the reading fluency ability of children the used of the phonic method the
progression based on mean difference comparison and the progression based on the difference in the proportion
of the number of pupils that have progressed was used to test the hypothesis as indicated below.
Progression based on mean-difference comparison
Table 3: Comparing progression (mean difference from pre-test to post-test) in oral reading fluency
between control end experimental groups
Progression (mean difference from pre-test to post-
test)
Experimental group Control group
Blending pre-test 1.3 0.3
Rhyme recognition pre-test 1.6 0.1
Alliteration identification pre-test 1.4 0.1
Alliteration discrimination pre-test 0.6 0.3
Oral reading fluency/20 pre-test 4.9 0.9
Theoretical effect size= 0.725
Group SD=3.880
Calculated effect size=1.031
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The theoretical effect size is smaller than the calculated one. This, therefore, implies that there was a
significant progression for the overall oral reading fluency score from pre-test to post-test for the experimental
group. Comparing progression based on the mean difference between the experimental and the control group, it
was higher in the experimental group for all the scales because of the effect of the intervention on the
experimental group. The slight progression in the control group from the pre-test to the post-test might have
been due to interaction with other pupils and learning at home. To further determine the effect of the
intervention progression based on the difference in the proportion of the number of pupils that had progressed is
indicated below.
Progression based on the difference in the proportion of the number of pupils that have progressed
The results of the test statistics here reveal the number of pupils who witness an improvement in their
test scores in both the experimental and the control groups.
Table 4: Comparing progression rate based on simple improvement between control and experimental
groups
Oral reading fluency Total Cramer’s
V test
No progression Progression
V=0.642;
P=0.010
Group Experimental n 1 6 7
% 14.3% 85.7% 100.0
%
Control n 5 2 7
% 71.4% 28.6% 100.0
%
Comparing progression rate based on simple improvement between control and experimental groups,
all the children in the experimental group had progressed except one (85.7%) while only 2 of them making
28.6% had progressed in the control group and this difference was significant (V=0.642; P=0.010). The
Cramer’s V value indicates that the progression in the experimental group is due to the effect of the reading
fluency intervention on the pupil's post-test. The hypothesis here stated is then rejected thus implying that the
oral reading fluency intervention has a significant positive influence on the reading fluency of primary school
pupils in the experimental group.
Recommendations
The objective of the study was to find out the effect of the phonics method on the oral reading fluency
of children with reading difficulties before and after intervention. The findings revealed that the oral reading
fluency had a significant effect on the reading performance of the children and therefore recommends that oral
reading should be included in the English language curriculum so as to increase the reading performance of
children with reading difficulties in schools.
Educational implications
The study will be drawing the attention of curriculum designers of the English language to see the need
of designing a curriculum that will be learner friendly while in-cooperating the best methods that will be easily
used by teachers to help the learners become better readers in future.
V. CONCLUSION
The findings of the results above indicate that the oral reading fluency intervention has a positive effect
on the reading performance of children as indicated by the results of the experimental group which was higher
than that of the control group. The hypothesis here stated is then rejected thus implying that phonics method has
a significant positive influence on the oral reading fluency of children.
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*Corresponding Author: 1
Frida Nalovah Molonge
1
PhD Fellow, Department of Educational Psychology, Faculty of Education,
University of Buea, Cameroon