NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1110877
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0924-3453
The Effectiveness of Synthetic Phonics in the Development of Early Reading Skills among Struggling Young ESL Readers
Jamaludin, Khairul Azhar; Alias, Norlidah; Mohd Khir, Roselina Johari; DeWitt, Dorothy; Kenayathula, Husaina Banu
School Effectiveness and School Improvement, v27 n3 p455-470 2016
A quasi-experimental research design was used to investigate the effectiveness of synthetic phonics in the development of early reading skills among struggling young English as a second language (ESL) readers in a rural school. The pretest and posttest, adapted from the Phonological Awareness Literacy Screening (PALS) for Preschool Students and Grades 1 to 3 tests, assessed children's early reading skills. A semi-structured interview was used to gather information. The findings indicated that the performance of students in the experimental group in decoding was significantly higher in the posttest, where t(39) = 31.441, p < 0.00005. Likewise, in comprehension, the experimental group achieved significantly higher scores in the posttest, where t(39) = 15.322, p < 0.00005. There was a significant difference in the achievement between the two groups, where t(78) = 31.010, p < 0.00005. This indicates that synthetic phonics could be effective in developing early reading skills for struggling readers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia
Grant or Contract Numbers: N/A