Phonics-Based Instruction and Improvement in Foundational Reading Skills of Kindergartners in the Indian Schooling Context

Shenoy, Sunaina; Iyer, Anuj; Zahedi, Siamack

doi:10.1007/s10643-022-01396-1

Cited by 4 publications

(3 citation statements)

References 50 publications

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“…Also, with explicit instruction on letter sounds and letter names, students likely developed a strong connection between print and speech. Making letter-sound associations is a skill necessary to understand the alphabetic code for decoding and spelling familiar and unfamiliar words (Ehri, 2020) -a skill that alphabet-spelling method or rote based literacy instruction has not been found to develop (Shenoy et al, 2022).…”

Section: The Effect Of Attendance To Phonics Instruction On Learningmentioning

confidence: 99%

“…Needless to say, more phonics instruction on letter sounds and blending along with segmentation and phoneme identification could thus further improve students' literacy skills (Odo, 2021;Shenoy et al, 2022). Knowledge of grapheme-phoneme correspondences and phonological skills supports the ability to decode, spell, and read words, thus aiding reading fluency and literacy skills (Ehri, 2020, Castles & Nation, 2018.…”

Section: The Effect Of Attendance To Phonics Instruction On Learningmentioning

confidence: 99%

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Foundational English literacy development in India: a randomised-control trial using phonics instruction

Bora,

Patel,

Psyridou

et al. 2024

Preprint

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Foundational literacy is a key lever for achieving higher levels of learning and societal wellbeing. However, with an enrolment of over 250 million children in schools, India is currently challenged by learning deprivation. Growing uptake of English-medium education along with less-than-optimal English literacy instruction practices present an urgent need for improving classroom instruction. Further evidence is required on the efficacy of computer-assisted game-based learning and phonics instruction over the alphabet-spelling method in literacy learning. The current intervention study examined whether classroom phonics instruction combined with GraphoLearn, a computer-assisted reading tool, supports the English phonological awareness and reading skills better than phonics instruction alone. Participants were 6–7 year-old, Grade 2 students (N = 54) attending an English-medium public school in India. All students were non-native English speakers and received phonics instruction in their classroom for 35 minutes thrice a week. In addition, students were randomly allocated to play either GraphoLearn-Rime (n = 28) or a math control game (n = 26) for 15–20 minutes every day. Both the GraphoLearn-Rime and the math control group made significant improvement in English literacy skills over the period of intervention and the amount of exposure to phonics classroom instruction predicted gains in phonological awareness skills. The GraphoLearn-Rime group gained more than the math control group in the in-game measures. In the oral- and paper-based measures, both groups showed skill development, but the groups were not significantly different in the gains (d = .04–.29). Overall, the study indicated the potential of classroom phonics instruction and GraphoLearn for supporting struggling readers of English.

show abstract

Section: The Effect Of Attendance To Phonics Instruction On Learningmentioning

confidence: 99%

Section: The Effect Of Attendance To Phonics Instruction On Learningmentioning

confidence: 99%

Foundational English literacy development in India: a randomised-control trial using phonics instruction

Bora,

Patel,

Psyridou

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Holistic Education School (Holistic Education School is a pseudonym)-a private K-10 school located in Mumbai, India-acknowledged this message and created a strategic improvement plan that included a set of evidence-based interventions to address the matter. International Curriculum Based Measure (CBM) assessment data over four years of the strategic plan's implementation showed a dramatic rise in student reading performance in kindergarten, moving from 87% of the students scoring below grade level or "at risk" in 2016 to 89% of the students achieving grade level benchmarks in 2021 (see Shenoy et al [9] for a detailed analysis of these outcomes). This study aims to answer the research question-what were the nature of changes made to the instructional core that might be related to the dramatic increase in foundational reading skills experienced by kindergarten students over four years of the school's strategic improvement plan?…”

Section: Introductionmentioning

confidence: 99%

A Systems Approach to Improving Foundational Reading Skills at a Preschool in India

Zahedi¹,

Iyer²,

Jaffer³

et al. 2022

Education Sciences

Self Cite

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Holistic Education School located in Mumbai, India, created a strategic improvement plan to address the poor foundational reading skills of its kindergarten students. Curriculum Based Measure (CBM) assessment data showed a rise in reading performance during the implementation of the plan, from 87% of the students scoring below grade level in 2016 to 89% achieving grade level benchmarks in 2021. An instrumental case study qualitative research design was employed to describe the nature of changes made in relation to the increase in performance. Data were collected from a variety of sources and coded through inductive and deductive processes that achieved intercoder agreement of 97.87% and 0.73 Kappa coefficient for reliability. Triangulation, member checking, and clarifying researcher bias, were employed to maximize validity. The findings describe the nature of transformation undertaken by the strategic improvement plan on key systems-level elements like curriculum, professional development, student engagement, parent engagement, and school leadership.

show abstract

Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn

Bora,

Patel,

Psyridou

et al. 2024

Read Writ

View full text Add to dashboard Cite

Foundational literacy is a key lever for achieving higher levels of learning and societal wellbeing. However, with an enrolment of over 250 million children in schools, India is currently challenged by learning deprivation. Growing uptake of English-medium education along with less-than-optimal English literacy instruction practices present an urgent need for improving classroom instruction. Further evidence is required on the efficacy of computer-assisted game-based learning and phonics instruction over the alphabet-spelling method in literacy learning. The current intervention study examined whether classroom phonics instruction combined with GraphoLearn, a computer-assisted reading tool, supports the English phonological awareness and reading skills better than phonics instruction alone. Participants were 6–7 year-old, Grade 2 students (N = 54) attending an English-medium public school in India. All students were non-native English speakers and received phonics instruction in their classroom for 35 min thrice a week. In addition, students were randomly allocated to play either GraphoLearn-Rime (n = 28) or a math control game (n = 26) for 15–20 min every day. Both the GraphoLearn-Rime and the math control group made significant improvement in English literacy skills over the period of intervention and the amount of exposure to phonics classroom instruction predicted gains in phonological awareness skills. The GraphoLearn-Rime group gained more than the math control group in the in-game measures. In the oral-and paper-based measures, both groups showed skill development, but the groups were not significantly different in the gains (d = .04 − .29). Overall, the study indicated the potential in the integrated approach and thus the need for more research on the effects of integrating classroom phonics instruction and GraphoLearn for supporting struggling readers of English.

show abstract

Phonics-Based Instruction and Improvement in Foundational Reading Skills of Kindergartners in the Indian Schooling Context

Cited by 4 publications

References 50 publications

Foundational English literacy development in India: a randomised-control trial using phonics instruction

Foundational English literacy development in India: a randomised-control trial using phonics instruction

A Systems Approach to Improving Foundational Reading Skills at a Preschool in India

Foundational English literacy development in India: a randomised-control trial using phonics instruction and GraphoLearn

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