Comparison of the Effects of Two Phonics Training Programs on L2 Word Reading
Bibliographic Data
| ID | 13664151 |
|---|---|
| Authors | Min-Chin Chu (Cheng-gong Elementary School, New Taipei City, Taiwan), Shu-Hui Chen (National Taipei University of Education, corresponding author) |
| Year | 2014 |
| Volume | 114 |
| Issue | 1 |
| Pages | 272-291 |
| Publication date | 2014-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/28.10.pr0.114k17w0 |
| PMID | 24765725 |
| OpenAlex | W2044108174 |
| Language | EN |
| Citations received | 6 |
| References cited | 27 |
Empirical evidence shows that explicit phonics teaching is beneficial for English word reading. However, there has been controversy as to whether phonics teaching should incorporate meaning-involved decodable text instruction to facilitate children's word reading. This study compares the effects of phonics teaching with and without decodable text instruction on immediate and delayed English word reading in 117 Taiwanese children learning English, assigned to a Phonics-only group (n = 58) and a phonics plus decodable text instruction (Phonics+) group (n = 59). Results showed that although both groups significantly improved in immediate and delayed post-test word reading, the Phonics+ group performed better in both post-tests, but the difference was significant only in the delayed word reading, suggesting a better long-term retention effect produced by Phonics+ teaching. These indicated that incorporated meaning-involved decodable text reading might offer another better facilitative linking route for English word reading even for non-alphabetic child learners of English. The findings were discussed from linguistic, psycholinguistic, and reading perspectives, with implications drawn for second/foreign language teaching and research in reading instruction
Linguistics · Mathematics education · Meaning (existential · Phonics · Reading (process · Word (group theory · Computer Science · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
L2 English Reading, Spelling, and Cognitive-Linguistic Development
English phonics instruction for native Chinese speakers
Relative effectiveness of phonological and morphological awareness training on L2 word reading in EFL children
Phonological instruction in East Asian EFL learning
How Chinese Learners Decode L2 English Words
A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2
Mental Representations
Phonological awareness and visual skills in learning to read Chinese and English
Learning to Read Words
Alphabetic and nonalphabetic L1 effects in English word identification
The role of instruction in learning to read
Systematic Phonics Instruction Helps Students Learn to Read
A comparison of first graders' reading with little books or literature-based basal anthologies
The Influence of Basal Readers on First Grade Reading
A Complementary Systems Account of Word Learning in L1 and L2
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,6 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |