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EXAMINING THE EFFECTIVENESS OF PHONICS-BASED INTERVENTIONS FOR STRUGGLING READERS.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study examined the effectiveness of phonics-based interventions for improving the reading outcomes of struggling readers. Participants included 150 elementary school students who were identified as struggling readers based on their performance on standardized reading assessments. Students were randomly assigned to receive one of three interventions: a phonics-based intervention, a balanced literacy intervention, or a control condition with no specialized intervention.
The phonics-based intervention focused on systematically teaching students phonics skills, including letter-sound correspondence, phonemic awareness, and decoding strategies. The balanced literacy intervention incorporated a mix of phonics, fluency, vocabulary, and comprehension instruction. Students received the interventions for 30 minutes per day, 4 days per week, over the course of one academic school year.
Results showed that students in the phonics-based intervention group demonstrated significantly greater gains in word reading accuracy, fluency, and comprehension compared to the balanced literacy and control groups. Effect sizes for the phonics-based intervention ranged from 0.75 to 1.20, indicating large positive effects. These findings suggest that a structured, explicit phonics-based approach can be highly effective in improving the reading skills of struggling elementary school students. Implications for educational practice and directions for future research are discussed.
EXAMINING THE EFFECTIVENESS OF PHONICS-BASED INTERVENTIONS FOR STRUGGLING READERS. GET MORE EDUCATION ENGLISH PROJECT TOPICS
