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...

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Autor principal:	Dennis Murphy Odo
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/922623c6537b4626ba77f96da561e50a
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spelling	oai:doaj.org-article:922623c6537b4626ba77f96da561e50a2021-11-18T00:34:19ZA Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L22158-244010.1177/21582440211059168https://doaj.org/article/922623c6537b4626ba77f96da561e50a2021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211059168https://doaj.org/toc/2158-2440Despite 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.Dennis Murphy OdoSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H 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
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.
format	article
author	Dennis Murphy Odo
author_facet	Dennis Murphy Odo
author_sort	Dennis Murphy Odo
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_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_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_sort	meta-analysis of the effect of phonological awareness and/or phonics instruction on word and pseudo word reading of english as an l2
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/922623c6537b4626ba77f96da561e50a
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A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2

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