THE EFFECT OF PHONOLOGICAL INSTRUCTION FOR STRUGGLING READERS IN ELEMENTARY

This study aims to determine the impact of phonological instruction interventions on dyslexic students in elementary schools. We tested the effect of phonological instruction on phonological awareness, reading and spelling skills in 4 subjects who had almost similar reading difficulties at different...

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Bibliographic Details
Published inIndonesian journal of applied linguistics Vol. 11; no. 1; pp. 157 - 166
Main Authors Novianti, Ranti, Syihabuddin, Syihabuddin
Format Journal Article
LanguageEnglish
Published Universitas Pendidikan Indonesia 02.06.2021
Subjects
phonological awareness
phonological instruction
reading and spelling
struggling readers
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ISSN2301-9468
2502-6747
DOI10.17509/ijal.v11i1.34627

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Summary:This study aims to determine the impact of phonological instruction interventions on dyslexic students in elementary schools. We tested the effect of phonological instruction on phonological awareness, reading and spelling skills in 4 subjects who had almost similar reading difficulties at different grade levels.   This study used an experimental design method single subject research (SSR). The SSR design used is the A-B-A design which consists of three stages of conditions, namely: A-1 (baseline 1), B (intervention), A-2 (baseline 2). Tests given to measure baseline and intervention results of phonology awareness tests, reading tests and spelling tests. Measurement of ability at the baseline was given as many as 4 sessions while the intervention for 12 sessions. The results showed that phonological instruction had an effect on increasing phonological awareness, reading and spelling skills. The significant effect of phonological instruction interventions suggests that understanding phonological principles is beneficial for students with dyslexia.
ISSN:2301-9468
2502-6747
DOI:10.17509/ijal.v11i1.34627