دراسة
Assessing the Impact of Synthetic Phonics Teaching on Promoting Omani EFL Third Graders’ Accuracy and Fluency of Reading Connected Texts
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Assessing the Impact of Synthetic Phonics Teaching on Promoting Omani EFL Third Graders’ Accuracy and Fluency of Reading Connected Texts
AL-Sukaiti, Noora.
The main objective of the study is to evaluate the effectiveness of the Jolly Phonics (JP) program in improving the accuracy and fluency of Omani third graders in reading connected texts (Al-Sukaiti, Noora- 2024). Specifically, it seeks to: - Assess the extent to which Omani third graders achieve the literacy goals set by the JP program. - Identify any gaps between the students' actual performance and the program’s intended objectives. The study applied a quantitative descriptive research design, using data from the DIBLES Oral Reading Fluency (ORF) Test to assess the reading fluency and accuracy of 117 third graders. The main results of the study indicate that Omani third graders didn’t meet the objectives of the Jolly Phonics (JP) synthetic phonics program in terms of reading fluency and accuracy. Specifically: - Fluency: The average fluency score (17.87 word per minute) was significantly below the benchmark of 86 words per minute. This suggests that the students struggled with reading connected text fluently. - Accuracy: The students’ average accuracy score was 54.11% which was also below the required benchmark of 96%. While this was less statically significant compared to fluency, it still indicates poor performance in reading accuracy. • In summary, the findings suggest that the students underperformed in both fluency and accuracy compared to the expected outcomes of the JP program. In light of these research findings longitudinal research is recommended to: - Revising the Jolly Phonics (JP) scheme: The Ministry of Education (MOE) should incorporate daily reading minilessons alongside the regular syllabus to improve students' reading fluency and accuracy. - Increasing reading practice: The curriculum should include more opportunities for students to engage with decodable texts and levelled books, enhancing their fluency and word recognition skills. - Early screening: Implementing a screening criterion to identify at-risk students early and providing additional instructional support to prevent them from falling behind. - Teacher support: Teachers need to regularly assess and revise phonics-related lessons, ensuring students are familiar with letter-sound correspondences and receive adequate practice (Al-Sukaiti, Noora- 2024). The suggestions: - Conduct future research to investigate the impact of the JP program on other literacy skills, such as reading comprehension and vocabulary development. - Explore the relationship between students' reading fluency and their ability to comprehend texts (Al-Sukaiti, Noora- 2024).
The main objective of the study is to evaluate the effectiveness of the Jolly Phonics (JP) program in improving the accuracy and fluency of Omani third graders in reading connected texts (Al-Sukaiti, Noora- 2024). Specifically, it seeks to: - Assess the extent to which Omani third graders achieve t...