Phonology-based reading instruction to improve dyslexic students’ early reading ability

Abstract

Dyslexic students struggle to learn how to read. Yet, few studies reported on how dyslexic students learn to read. In this respect, special education teachers have adopted a myriad of ways to overcome dyslexic students’ reading problems. To respond to this need, the purpose of this study is to examine how phonology-based reading instruction could help dyslexic students improve their early reading abilities. Grounded in a mixed methods research design, four dyslexic students of primary school were recruited to participate in this study. The results of the study showed that the phonology-based reading instruction had a positive impact on improving the dyslexic students’ early reading abilities, particularly in Bahasa Indonesian-medium reading texts. This suggests that phonology-based reading instruction could effectively be implemented if special education teachers could enact phonological instruction as a prerequisite for identifying the students’ early reading ability and phonics instruction as an instructional reinforcement for building students’ early reading repertoire.

English Interference on Balinese Dialect in Tejakula Village

“…For example, Japanese speakers may have difficulty differentiating between the sounds /l/ and /r/ in English because neither sound exists in Japanese. As a result, they may pronounce the two sounds similarly, which can make a difference in understanding for English listeners (Lindvall-Östling et al, 2020;Novianti et al, 2019;Ryoo & Bedell, 2017). Intonation patterns and word stress can also be affected by interference phonology.…”

Psycholinguistic Studies: Acquisition of Indonesian Phonology in Down Syndrome Children

“…This is because phonology involves the sounds of language as the result of a series of segmentation stages. Phonology examines language sounds as the smallest unit of speech along with the combination of sounds that form syllables or syllables as well as with suprasegmental elements such as stress, tone, stop and duration (Adnyani et al, 2018;Novianti et al, 2019). In this study focused on phonological acquisition.…”

The Effect of Phonological Instruction for Struggling Readers in Elementary

“…Students who have difficulty reading include dyslexic students (Novianti et al, 2019). Dyslexia is a neurobiological disorder that results in difficulties in reading accurately so that it affects reading fluency (Horowitz-Kraus & Breznitz, 2014;Razuk et al, 2018;Shaywitz et al, 2004;Vandermosten et al, 2016) and has an impact on reading comprehension (Catts et al, 2005;Hjetland et al, 2017;Hulme et al, 2015;Lervåg et al, 2018;Language and Reading Research Consortium, 2015;Moats et al, 2010).…”

“…Therefore, it is very important for dyslexic students to get special instruction in phonological awareness because this teaching has an impact on reading ability (Berninger & Wolf, 2009). Phonological instruction has several sections namely word awareness instruction, syllabic instruction, and phonemic instruction (Novianti et al, 2019). Phonological instruction in essence teaches skills blending, segmenting, deleting, addition, substitution, and isolation sounds at the word, syllable, and phoneme level.…”

“…Phonemic instruction covers several abilities that will be taught and trained, including; (1) phonemic isolation, where it is taught to separate one of the phonemes sounds in a word, usually, a phoneme that is located at the beginning or end of a word; (2) phonemic blending, combine separate phoneme sounds into one complete word; (3) phonemic segmenting, break one word into several phonemes; (4) phonemic deleting, eliminating one phoneme in a word; (5) phonemic addition, adding a phoneme to a word which forms a new sound but has no meaning; (6) phonemic substitution, replacing phonemes in words so that they can form meaningless new words. (Novianti et al, 2019).…”