The Effects of Phonological Awareness on Word Formation and Decoding Skills of Disabled Readers

Abstract

In the recent times, educators and researchers have focused attention on the identification of methods to increase the effectiveness of reading instruction in our schools. One of the most compelling and well-established findings in this field of research is the important relation between phonological awareness and reading. This study examined the effects of phonological awareness on the word formation and decoding skills of disabled beginning readers. Data gathered using a quasi-experimental design involving 100 pupils in experimental and control conditions showed significant achievement on the skills of decoding t (98) = 15.22 p < 0.05 and word formation t (98) = 16.02 p < 0.05. The implications of the findings of the study for reading instruction in developing countries are drawn.

Keywords

• awareness
• word formation
• decoding skills
• disabled readers
• nigeria