The effect of using the phonics approach on first grade learners’ reading performance

مقدم أطروحة جامعية

Abu Halawah, Lina Rajab

مشرف أطروحة جامعية

Abu al-Shar, Awatif Mazal

الجامعة

جامعة آل البيت

الكلية

كلية العلوم التربوية

القسم الأكاديمي

قسم المناهج و التدريس

دولة الجامعة

الأردن

الدرجة العلمية

ماجستير

تاريخ الدرجة العلمية

2010

الملخص الإنجليزي

This study aims at investigating the effect of using the phonics approach on the first grade learners' reading performance at Sands National Academy Schools and Brighter Horizon School in Amman, Jordan.

It focuses on teaching letter correspondence and blending so as to develop learners' reading performance.

The study attempts to answer the following questions: Are there any significant statistical differences between the reading performance of the experimental group and the control group due to using the phonics approach? Are there any significant statistical differences between the reading performance of the experimental group's and the control group's post-test scores due to gender? Are there any significant statistical differences between the reading performance of the experimental group's and the control group's post-test scores due to the interaction between the method of instruction and gender? The population of the study consisted of all male and female first graders of English learners in the private schools in Amman, Jordan in the scholastic year 2009 / 2010.

The subjects of the study consisted of seventy eight EFL male and female first graders at Sands Academy Schools and Brighter Horizon School.

John Shefelbine’s Basic Phonic Skills Test, for students reading below a 4th grade level, California State University, Sacramento, 2002 was used as the instrument of the study.

The BPST is an informal test of (a) high-utility, spelling-sound relationships for reading single- 7 syllable words and (b) syllabic and morphemic strategies for reading polysyllabic words. The findings of the study revealed that there is an effect of the phonics approach on the First Grade students' reading performance.

The mean differences were in favor of the experimental group which was taught by the phonics approach, compared with control group which was taught by the traditional method, because the estimated mean of the experimental group was 72.11.

It is higher than the estimated mean of the control group (40.82).

The findings also revealed that there was no effect of gender on the students' reading performance.

There are no statistically significant differences between the mean scores of the experimental group and those of the control group on the reading performance post-test due to the interaction between the method of instruction and gender.

التخصصات الرئيسية

العلوم التربوية

الموضوعات

• التعليم
• التعلم
• القراءة

عدد الصفحات

58

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-314952