This study examined the effects of a phonics supplemental small group instructional approach for improving kindergartners word reading skills. Six kindergarten students from one primary school were randomly assigned to one of two groups.
Data were examined using visual analyses and comparison of mean outcomes.
Effects of phonics instruction. The effects do not extend to spelling and reading comprehension. After learning a few correspondences they learn to sound and blend the letters in unfamiliar words in order to read them. The effects of phonics instruction on students in second through sixth grades are limited to improving their word reading and oral text reading skills.
The two groupswere matched for word recognition but despite this thephonics taught children had higher readingcomprehension. Each group participated in a phonics condition as well as a control condition. However systematic synthetic phonics instruction had greater effect sizes particularly in the early stages.
Phonics instruction can also vary with respect to the explicitness by which the phonic elements are taught and practiced in the reading of text. For these students it is important to emphasize reading fluency and comprehension. In synthetic phonics instruction children learn letter sound correspondences very rapidly.
For example many synthetic phonics approaches use direct instruction in teaching phonics components and provide opportunities for applying these skills in decodable text formats characterized by a controlled vocabulary. This study investigated whether two groups of6 year old beginning readers taught to read by aphonics and by a book experience non phonicsapproach would differ in reading comprehension as wellas the processes of word recognition. This study investigated whether two groups of 6 year old beginning readers taught to read by a phonics and by a book experience non phonics approach would differ in reading comprehension as well as the processes of word recognition.