Using phonological awareness strategies for developing EFL oral reading fluency among primary school pupils

Abstract EN

This study aimed at improving some EFL oral reading fluency among 4th year primary school pupils through using some phonological awareness strategies.

The participants of the study consisted of 60 4th year primary school pupils in Alshahid Mohamed Abdelrohman Primary School, Menuofia Governorate during the second semester of the school year 2018/2019.

The study followed the two-groups (experimental and control) design.

The instruments of the study were an EFL oral reading fluency checklist and anEFL oral reading fluency pre-post test.

The Pre test was administered to the two groups of 4th year primary school pupils.

The experimental group pupils were taught using some phonological awareness strategies (rhyming, alliteration and blending and segmentation) to develop their EFL oral reading fluency.

The control group was taught using the traditional strategy.

Then, the post-test was administered.

Results of the study revealed that the experimental group EFL oral reading fluency (reading simple sentences and answering simple questions) improved significantly compared to the control group as a result of using some phonological awareness strategies.

Therefore, it can be concluded that phonological awareness strategies were effective in developing EFL oral reading fluency among 4th year primary school pupils.