![]() ![]() The data illustrates that the usage of phonics and sight words teaching strategies simultaneously in a reading class is supportive and improving. The important part is for students to write the word while getting multi-sensory feedback, continue to use multi-sensory strategies (such as arm tapping), then. The posttest scores of experimental group indicates that the treatment can improve the reading skills of ESL students and also comparing the posttest scores of two groups of male and female in experimental group doesn't indicate significant difference between male and female subjects' means on posttest. The data will be analyzed using two-way ANOVA which assume normality of the data and homogeneity of the variances of groups. Students will take posttest consisting of 4 piloted reading comprehension texts from Oxford Primary Skills-Reading and Writing. ![]() In 10 sessions 6 reading comprehension texts from Oxford Primary Skills-Reading and Writing are taught on the basis of treatment. This group is divided in to two sub groups, i.e., 60 in experimental group receiving the required treatment and 60 in control group without that. In order to examine the influence of these strategies phonics and sight words, on elementary learners, a total of 180 elementary in third and fourth grade students in a private English institute in Iran, both male and female take KET Starter Exam reading and writing test as their pretest and 120 homogeneous students are chosen. This study investigates that whether teaching phonics and sight words simultaneously which both are significant in recognition of words, leads to proficient reading or in another word the ability to recognize the words quickly and effortlessly. There are a number of approaches to improve reading comprehension, including improving one's vocabulary and reading strategies. The present article explores the influence of teaching sight words and phonics simultaneously on improving the reading comprehension of Iranian elementary learners: with a focus on gender. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |