The Effect of Phonological Instruction for Struggling Readers in Elementary

Abstract

This study aims to determine the impact of phonological instruction interventions on dyslexic students in elementary schools. We tested the effect of phonological instruction on phonological awareness, reading and spelling skills in 4 subjects who had almost similar reading difficulties at different grade levels. This study used an experimental design method single subject research (SSR). The SSR design used is the A-B-A design which consists of three stages of conditions, namely: A-1 (baseline 1), B (intervention), A-2 (baseline 2). Tests given to measure baseline and intervention results of phonology awareness tests, reading tests and spelling tests. Measurement of ability at the baseline was given as many as 4 sessions while the intervention for 12 sessions. The results showed that phonological instruction had an effect on increasing phonological awareness, reading and spelling skills. The significant effect of phonological instruction interventions suggests that understanding phonological principles is beneficial for students with dyslexia.

Phonological awareness intervention in mother tongue among Filipino kindergarten learners

“…Therefore, if PA skills were harnessed to these struggling pupils, they would gradually overcome reading difficulties that they may likely face. This perspective is shared by Novianti and Syihabuddin (2021) who explained that pupils with reading difficulties can benefit from PA intervention. Further, the findings of the study show that PA intervention is effective in improving the early reading skills of Filipino kindergarten pupils.…”

“…Many studies specifically point to the essential role of phonological awareness (henceforth PA) in predicting later reading achievement (Fernandez-Otoya et al, 2022;Jing et al, 2019;Kelly et al, 2019;Pfost et al, 2019;Saiegh-Haddad, 2019). When provided phonological instruction, learners may benefit from increasing PA, reading, and spelling skills (Novianti & Syihabuddin, 2021;Soto et al, 2019). PA skills intervention is viewed as crucial during early grades to foster skills and prevent children from developing reading problems.…”