Using a phonics instruction in enhancing phonological awareness among fifth grade struggling readers

Abstract

The purpose of the study was to examine the use of phonics instruction as a tool to help struggling readers in their phonological delay. Furthermore, this study is a quantitative and predominantly qualitative method and classified as an action research design using a Phil IRI Pre-test/Post-test. Six (6) students between the ages of 11-12 receive phonics instruction for five (5) days. Students were assessed in their ability to read the letters and should taught to determine if phonics instruction was improved the students phonological awareness. The result was analysed using daily observation and descriptive statistics. Nevertheless, students showed no significant difference between the Pre-test and the Post--test. Keyword: Phonological awareness, Phonics instruction