AbstractThis thesis looks into the teaching of phonics to answer the question:
Does phonics instruction improve phonics awareness, reading and spelling?
A mixed methods action research approach was taken to ascertain if phonics
instruction would improve participants’ phonological awareness, reading and spelling.
The students who participated in this research were adult Emirati students who had
completed their schooling and were now enrolled in the largest higher educational
institute in the United Arab Emirates. They were in their first semester of a
foundation programme. A pilot study was done which was fundamental in the
changes made to the material that would be used for the phonics instruction and the
material used for data collection.
Thereafter, for three semesters, two groups of students were allocated per semester
to participate in the research, one group was given phonics instruction and one group
received no phonics instruction. Apart from the phonics instruction all participants
were on the same programme. Tests were carried out at the beginning of the
semesters and the end of semesters on all participants. Unfortunately, this research
was stopped abruptly because of a no paper on campus regulation that was brought
in to force. Ideally, another two semesters would have allowed for more data
collection. However, the data collected was sufficient to carry out a thorough
analysis of individual classes and finally combining the classes into the treatment
group (the participants that received phonics instruction) and the comparison group
(the participants that did not receive phonics instruction). Moreover, there was
sufficient data to carry out a statistical analysis.
The findings suggest that there was not a significant difference between the scores of
the treatment group and the comparison group in the final phonics awareness,
reading and spelling test results, but the improvement level of the participants that
received phonics instruction (the treatment group) was higher than the participants
that received no phonics instruction (the comparison group). Further research would
be required to ascertain whether phonics instruction would improve phonics
awareness, reading and spelling in other English Second Language speakers. This
research was limited to Arabic speakers and all participants were Emiratis.
|Date of Award||2021|
|Supervisor||Sue Garton (Supervisor)|
- phonics instruction
- phonological awareness