Assessing reading fluency of Yemeni secondary schools students by implementing phonics instruction

Abstract EN

This study aims to assess the fluency of reading English of Yemeni grade 10 students through implementing the phonics instruction method as an effective tool.

In this experimental study the target group has been selected from 4 Yemeni government schools in the governorate of Hodeidah.

The study was conducted on 100 students, 25 from each school.

A reading text was selected from the course book.

The phonics screening check was prepared and it contained words from the text (real words) and pseudo-words.

To determine the effectiveness of the phonics method a quantitative approach was used and test (1) was conducted before the experiment and test (2) after the experiment.

The results indicated that the phonics instruction method was quite effective in enhancing reading fluency of Yemeni learners.

The analysis was based on t- test which indicated that there was a statistically significant difference between the Pre-test and the Post-test in the knowledge of the sounds.

The test (2) or post-test results also showed that the reading fluency of the students who received phonics instruction has improved.

So implementing phonics at Yemeni Secondary schools and maybe earlier at the primary stage will be productive and very effective for improving reading fluency as well as spelling accuracy of the learners of English.

It is highly recommended from the education instructors and experts in the ministry of education in Yemen to include phonics instruction in the syllabus design of learning English at schools because this basicunderstanding of phonics can significantly aid in further language development of the Yemeni learners of English if they desire to continue studying English.