A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2
Bibliographic Data
| ID | 3270746 |
|---|---|
| Authors | Dennis Murphy Odo (0000-0002-5438-0446, Pusan National University, corresponding author) |
| Year | 2021 |
| Volume | 11 |
| Issue | 4 |
| Publication date | 2021-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/21582440211059168 |
| OpenAlex | W3214096214 |
| Language | EN |
| Citations received | 7 |
| References cited | 44 |
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
Linguistics · Literacy · Mathematics education · Pedagogy · Phonemic awareness · Phonics · Primary education · Reading comprehension · Word recognition · Educational Methods and Media Use · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Effects of Rime-Based Analogy Instruction on English Word Recognition Ability of Ethiopian Children
L2 English Reading, Spelling, and Cognitive-Linguistic Development
How Chinese Learners Decode L2 English Words
A Review of Meta-Analyses of Correlation Coefficients on L2 Reading Comprehension
A Longitudinal Study of the Effects of Rhythmic Training on Executive Function and Phonological Skills in Preschoolers
Phonological Awareness in Chinese EFL
Morphological awareness and vocabulary knowledge in monolingual and bilingual learners
Research Synthesis and Meta-Analysis
Cross‐linguistic transfer of oral language, decoding, phonological awareness and reading comprehension
Defining phonological awareness and its relationship to early reading.
Small sample adjustments for robust variance estimation with meta-regression.
On effect size.
Improved tests for a random effects meta‐regression with a single covariate
Conducting Meta-Analyses in R with the metafor Package
Comparison of the Effects of Two Phonics Training Programs on L2 Word Reading
Relative effectiveness of phonological and morphological awareness training on L2 word reading in EFL children
One-Year Follow-Up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems
Pedagogical strategies for teaching literacy to ESL immigrant students
L2 Reading Comprehension and Its Correlates
| Unique citing works | 7 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |