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The Effectiveness and The Efficiency of Phonic Approach In Improving Primary School Pupils Reading Achievement

RESEARCH 1
Title

Developing young readers through the linguistic phonics approach

Author

Colette Gray*, James Ferguson, Sarah Behan, Carol Dunbar,Jill Dunn and Denise Mitchell

Place

Stranmillis University College, Northern Ireland

Year

2007

Journal

International Journal of Early Years Education

Cite

Colette Gray, James Ferguson, Sarah Behan, Carol Dunbar, Jill Dunn and Denise Mitchell.2007. Developing young readers through the linguistic
phonics approach. International Journal of Early Years Education. Vol. 15.No. 1.1533

Theory/Model/
The
conceptual
framework
Purpose

To explore the impact of the linguistic phonics approach (LPA) on young childrens reading.

Statement of
problem
Objectives

Methodology

To identify the impact of the LPA on pupils reading performance and to compare it with reading scores from a matched sample of pupils taught
in schools not using this approach (nLPA).

Second, the sustainability of gains made across the school year was explored by retesting both groups of pupils after the summer holidays.

Within- and between-group differences were further investigated by examining the impact of the approach on the reading performance of high-,
middle- and low-ability readers.

745, Yr 2 and Yr 3 pupils sample

A three-stage test/retest approach was employed to examine pupils reading performance.

Findings

First, the results indicate that the linguistic phonics approach (LPA), which takes the young childs language skills
as its starting point, does have a positive impact on their reading performance. Second, and importantly, this
approach benefits pupils of all ability levels. Third, the gains made between stages 1 and 2 by pupils taught
using the approach were sustained over time. Fourth, and finally, the evidence indicates that used in isolation or
in conjunction with other approaches the LPA clearly benefits young readers.

Implications

RESEARCH 2
Title

Developing first graders' phonemic awareness, word identification and spelling: A comparison of two contemporary phonic instructional approaches

Author

Laurice M. Joseph

Place
Year

2000

Journal

Reading Research and Instruction

Cite

Laurice M. Joseph .2000.Developing first graders' phonemic awareness, word identification and spelling: A comparison of two contemporary phonic
instructional approaches. Reading Research and Instruction. Vol 39 (2) 160-169

Theory/Model/
The
conceptual
framework
Purpose

To compared the effectiveness of two contemporary phonic approaches (word box instruction and word sort instruction) on children's phonemic
awareness, word identification, and spelling performance.

Statement of
problem
Objectives

Will first-grade children who receive word boxes or word sort instruction (two contemporary phonic approaches) outperform first-grade
children who receive
traditional phonics instruction on measures of phonemic awareness, word identification, and spelling?

Methodology

Will word box and word sort instruction produce differential effects on first-grade children's phonemic awareness, word identification, and
spelling performance?

Forty-two first-grade children who were randomly selected to participate in three conditions: word box instruction, word sort instruction, and
traditional instruction.

Children were administered five posttest measures: phonemic blending, phonemic segmentation, pseudo-word naming, word identification, and
spelling.

Findings
Implications

RESEARCH 3
Title

Examining the impact of phonics intervention on secondary studentsreading improvement

Author

Karen Edwards

Place
Year
Journal
Cite

Karen Edwards (2008). Examining the impact of phonics intervention on secondary students reading improvement Educational Action Research.
Vol. 16, No. 4, 545555

Theory/Model/
The
conceptual
framework
Purpose
Statement of

The effects of a phonics intervention on the reading fluency of high school students.

problem
Objectives
Methodology
Findings

There was a significant change over time in the three measures for both Raw Score and the Reading Grade Level. All
students benefited significantly from the phonics intervention. The results of this intervention encourage the use of
structured phonics with struggling high school age students as a strategy to improve their reading fluency.

Implications

RESEARCH 4
Title

Author
Place
Year
Journal
Cite
Theory/Model/
The
conceptual
framework
Purpose

Language skills, learning to read and reading


intervention

Statement of
problem
Objectives
Methodology
Findings
Implications

RESEARCH 5
Title
Author
Place
Year
Journal
Cite
Theory/Model/
The
conceptual
framework
Purpose

Statement of
problem
Objectives
Methodology
Findings
Implications