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

Francis Kwame Anku
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Francis Kwame Anku: Department of Special Education, University of Education, Winneba

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 1, 88-107

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.

Date: 2024
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