A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2
Despite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 t...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2021-11-01
|
| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440211059168 |
| _version_ | 1819364594045419520 |
|---|---|
| author | Dennis Murphy Odo |
| author_facet | Dennis Murphy Odo |
| author_sort | Dennis Murphy Odo |
| collection | DOAJ |
| description | Despite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 to 2019 yielded 45 articles with 46 studies containing 3,841 participants in total. Effect sizes were recorded for the effect of various PA and/or phonics instructional interventions on word and pseudo word reading. Results demonstrated that L2 PA and phonics instruction has a moderate effect on L2 word reading ( g = 0.53) and a large effect on pseudo word reading ( g = 1.51). Moderator analyses revealed effects of a number of moderators including testing method, type of PA/phonics intervention, and context where the intervention occurred. Based upon these conclusions, policymakers and educators can provide beginning learners of English as an L2 with PA and phonics instruction that will enable them to read, understand and enjoy English better. Future research should also strive to adhere to more stringent standards of excellence in educational research. |
| first_indexed | 2024-12-24T23:01:25Z |
| format | Article |
| id | doaj.art-922623c6537b4626ba77f96da561e50a |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-12-24T23:01:25Z |
| publishDate | 2021-11-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-922623c6537b4626ba77f96da561e50a2022-12-21T16:35:06ZengSAGE PublishingSAGE Open2158-24402021-11-011110.1177/21582440211059168A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2Dennis Murphy Odo0Pusan National University, Kumjeong-ku, Republic of KoreaDespite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 to 2019 yielded 45 articles with 46 studies containing 3,841 participants in total. Effect sizes were recorded for the effect of various PA and/or phonics instructional interventions on word and pseudo word reading. Results demonstrated that L2 PA and phonics instruction has a moderate effect on L2 word reading ( g = 0.53) and a large effect on pseudo word reading ( g = 1.51). Moderator analyses revealed effects of a number of moderators including testing method, type of PA/phonics intervention, and context where the intervention occurred. Based upon these conclusions, policymakers and educators can provide beginning learners of English as an L2 with PA and phonics instruction that will enable them to read, understand and enjoy English better. Future research should also strive to adhere to more stringent standards of excellence in educational research.https://doi.org/10.1177/21582440211059168 |
| spellingShingle | Dennis Murphy Odo A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2 SAGE Open |
| title | A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2 |
| title_full | A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2 |
| title_fullStr | A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2 |
| title_full_unstemmed | A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2 |
| title_short | A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2 |
| title_sort | meta analysis of the effect of phonological awareness and or phonics instruction on word and pseudo word reading of english as an l2 |
| url | https://doi.org/10.1177/21582440211059168 |
| work_keys_str_mv | AT dennismurphyodo ametaanalysisoftheeffectofphonologicalawarenessandorphonicsinstructiononwordandpseudowordreadingofenglishasanl2 AT dennismurphyodo metaanalysisoftheeffectofphonologicalawarenessandorphonicsinstructiononwordandpseudowordreadingofenglishasanl2 |