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The Impact of Phonemic Awareness and Phonics Instructions on the Reading Skills of Learners with Reading Difficulties

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  • Francis Kwame Anku

    (Department of Special Education, University of Education, Winneba)

Abstract

This study aimed to investigate the impact of phonemic awareness instruction and phonics instruction on the reading skills of children with reading difficulties. A factorial design in a quantitative approach was employed in the study. A stratified random sampling technique was used to sample thirty (30) respondents from a population of fifty (50) students. A questionnaire was used to collect data and the analysis was done using descriptive statistics to summarize the data, including measures of central tendency and variability. Inferential statistics, including a t-test and a two-way ANOVA, were used to test hypotheses and determine the significance of any differences between the two groups in the study and other effect size measures. The results revealed a statistically significant interaction effect, indicating that the combined use of explicit phonemic awareness and phonics instruction had a significant impact on reading achievement. It was concluded that both approaches to teaching reading have a positive impact on learners’ reading skills and thus, teachers should incorporate them in teaching reading to learners with reading difficulties.

Suggested Citation

  • Francis Kwame Anku, 2024. "The Impact of Phonemic Awareness and Phonics Instructions on the Reading Skills of Learners with Reading Difficulties," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 11(1), pages 88-107, January.
    • Handle: RePEc:bjc:journl:v:11:y:2024:i:1:p:88-107
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    References listed on IDEAS

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    1. Mahmoud Ibrahim, 2018. "Explicit Versus Implicit Modes of EFL Reading Literacy Instruction: Using Phonological Awareness With Adult Arab Learners," English Language Teaching, Canadian Center of Science and Education, vol. 11(9), pages 144-144, September.
    2. Katharina Galuschka & Elena Ise & Kathrin Krick & Gerd Schulte-Körne, 2014. "Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials," PLOS ONE, Public Library of Science, vol. 9(2), pages 1-12, February.
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