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The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools.

Tse L, Nicholson T - Front Psychol (2014)

Bottom Line: There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics.The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness.The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages.

View Article: PubMed Central - PubMed

Affiliation: School of Curriculum and Pedagogy, The University of Auckland Auckland, New Zealand.

ABSTRACT
The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics. In this study, a group of 96 second graders from three lower SES primary schools in New Zealand were taught in 24 small groups of four, tracked into three different reading ability levels. All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness. In reading accuracy, the BB/EP and Big Book groups scored similarly. In basic decoding skills the BB/EP and Phonics groups scored similarly. The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages. The present findings could be a model for New Zealand and other countries in their efforts to increase the literacy achievement of disadvantaged pupils.

No MeSH data available.


Related in: MedlinePlus

Example of pupil answers for a quiz about the ai-ay and oi-oy phonics patterns.
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Figure 4: Example of pupil answers for a quiz about the ai-ay and oi-oy phonics patterns.

Mentions: The purpose of having quizzes was to assess learning of phonics rules for the Phonics and Combined groups—see Table 3 for the scope and sequence of quizzes and Figure 4 for an example of a quiz. The quizzes were given to all four groups each week, at the end of each lesson, except for the first lesson. Each quiz had five questions. The paper-and-pencil quiz took 5 min to complete and tested different decoding patterns, for example, the silent e rule, consonant blends/digraphs, and vowel digraphs. The quizzes covered phonics rules taught in the BB/EP and Phonics group lessons with different quizzes for each reading ability group. The lower group were assessed on single letter sounds, consonant blends and digraphs, short vowel sounds as in hop, the split digraph rule (silent e) as in hope, r- and l-affected vowel sounds as in car, wall, and single-sound vowel digraphs such as ai, ay as in rain and ray. The middle group was assessed on similar rules but with an additional two-sound vowel digraph tested, ea as in beach and bread. The higher group was assessed on similar patterns to those of the lower and middle groups but with the addition of two-sound digraphs oo as in book and roof and ou as in soup and mouse.


The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools.

Tse L, Nicholson T - Front Psychol (2014)

Example of pupil answers for a quiz about the ai-ay and oi-oy phonics patterns.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4230049&req=5

Figure 4: Example of pupil answers for a quiz about the ai-ay and oi-oy phonics patterns.
Mentions: The purpose of having quizzes was to assess learning of phonics rules for the Phonics and Combined groups—see Table 3 for the scope and sequence of quizzes and Figure 4 for an example of a quiz. The quizzes were given to all four groups each week, at the end of each lesson, except for the first lesson. Each quiz had five questions. The paper-and-pencil quiz took 5 min to complete and tested different decoding patterns, for example, the silent e rule, consonant blends/digraphs, and vowel digraphs. The quizzes covered phonics rules taught in the BB/EP and Phonics group lessons with different quizzes for each reading ability group. The lower group were assessed on single letter sounds, consonant blends and digraphs, short vowel sounds as in hop, the split digraph rule (silent e) as in hope, r- and l-affected vowel sounds as in car, wall, and single-sound vowel digraphs such as ai, ay as in rain and ray. The middle group was assessed on similar rules but with an additional two-sound vowel digraph tested, ea as in beach and bread. The higher group was assessed on similar patterns to those of the lower and middle groups but with the addition of two-sound digraphs oo as in book and roof and ou as in soup and mouse.

Bottom Line: There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics.The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness.The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages.

View Article: PubMed Central - PubMed

Affiliation: School of Curriculum and Pedagogy, The University of Auckland Auckland, New Zealand.

ABSTRACT
The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics. In this study, a group of 96 second graders from three lower SES primary schools in New Zealand were taught in 24 small groups of four, tracked into three different reading ability levels. All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness. In reading accuracy, the BB/EP and Big Book groups scored similarly. In basic decoding skills the BB/EP and Phonics groups scored similarly. The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages. The present findings could be a model for New Zealand and other countries in their efforts to increase the literacy achievement of disadvantaged pupils.

No MeSH data available.


Related in: MedlinePlus