The effect of phonics instruction on the reading comprehension of beginning readers

The effect of phonics instruction on the reading comprehension of beginning readers 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. The two groupswere matched for word recognition but despite this, thephonics taught children had higher readingcomprehension. Phonics taught children produced morecontextually appropriate errors, and in both singleword and text reading made more spoken attempts atreading unknown words. The non-phonics taught childrenhad much faster reading reaction times to familiarwords but they scored less in phoneme segmentation andnonword reading tasks. Compared with the non‐phonicsgroup, the phonics group spent more time in attemptsat identifying unknown words and this included usingcontextual information, which apparently resulted inmore rehearsal of the meaning of the story text andhence better reading comprehension performance. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

The effect of phonics instruction on the reading comprehension of beginning readers

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Publisher
Kluwer Academic Publishers
Copyright
Copyright © 2001 by Kluwer Academic Publishers
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1023/A:1011114724881
Publisher site
See Article on Publisher Site

Abstract

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. The two groupswere matched for word recognition but despite this, thephonics taught children had higher readingcomprehension. Phonics taught children produced morecontextually appropriate errors, and in both singleword and text reading made more spoken attempts atreading unknown words. The non-phonics taught childrenhad much faster reading reaction times to familiarwords but they scored less in phoneme segmentation andnonword reading tasks. Compared with the non‐phonicsgroup, the phonics group spent more time in attemptsat identifying unknown words and this included usingcontextual information, which apparently resulted inmore rehearsal of the meaning of the story text andhence better reading comprehension performance.

Journal

Reading and WritingSpringer Journals

Published: Oct 3, 2004

References

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