Impact of systematic phonics instruction on young children learning English as a second language
By: by Archie Brian Kwan.
Published: 2005
Language: eng
Number of pages: 189
Subjects: Reading -- Phonetic method -- Study and teaching (Preschool).; English language -- Study and teaching (Preschool) -- Foreign speakers.; Reading -- Research.; Children -- Language.; Language acquisition.
Description: The study investigated the degree to which young English-as-a-second language (ESL) children who have limited English linguistic skills are able to benefit from systematic phonics instruction in English. Specifically, the primary purpose of the study was to determine the impact of whole-class instruction by regular classroom teachers using the Jolly Phonics program on the oral language proficiency (OLP), phonological awareness, and early literacy skills of young ESL learners. A total of 240 senior kindergarten (SK) children aged 5 to 6 years participated in the study which involved a 3 x 2 between-groups factorial design. There were two independent variables. One involved the amount of systematic phonics instruction received as part of their literacy program by three different groups of children: (a) 2-year group (systematic instruction received in both junior kindergarten [JK] and SK); (b) 1-year group (systematic instruction received in SK but not in JK); and (c) 0-years group (no systematic phonics instruction in either JK or SK). The other independent variable involved the language group (English-as-a-first language [EL1] versus ESL) of the participants. Twelve dependent measures were administered, assessing various aspects of OLP, phonological awareness, and early literacy skills (word identification and spelling). The results showed that systematic phonics instruction using the Jolly Phonics program was effective in the development of phonemic awareness and early literacy skills in young ESL learners. Moreover, there was compelling evidence that the amount of systematic phonics instruction was an important factor, such that ESL children who received systematic phonics instruction over two years significantly and consistently outperformed their EL1 and ESL counterparts who received no phonics instruction at all on measures of phoneme awareness and early literacy skills. Although no effect of instruction was found on the OLP of ESL children, Jolly Phonics did not appear to impede their linguistic development in English. Using Wren's (2000) model of reading acquisition as a framework, the findings of this study contribute to an expanded view of the learning-to-read process in young ESL children.
Notes: Thesis (Ph.D.)--University of Toronto, 2005.

Includes bibliographical references (leaves 149-157).