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Description
同じ学校に通う異年度の小学校6年生を対象に、授業中の帯活動におけるフォニックス指導改善の効果を検討した。指導の相違点は、一度当たりの量を減らし回数を増やしたこと、rimeと母音の反復指導、母音指導時のビデオ活用である。2グループ間の1か月後の統制文の読みにおける平均正答率と音素正答率を比較分析した。
Abstract section 4: Outcomes/results
The group that received extended and focused phonics instruction could decode at a higher average decoding rate (61%) than the group in the previous year (45%). The difference did not reach statistical significance (p = .065), but the medium effect size (d = .65) meant meaningful improvement. Moreover, improvements were found in all phoneme categories of consonants, rimes, digraphs, long vowels, and diphthongs, especially in digraphs (+22%), consonants (+19%), and long vowels (+18%). With these results, they may improve decoding English words by the increased instructions and rime- and vowel-focused practice.
Abstract section 2: Contribution/research questions
This study aims to examine the effects of prolonged phonics instruction focused on rime and vowel decoding within regular elementary school lessons.
RQ1: Is there a difference in delayed reading performance on controlled sentences between groups receiving different amounts of phonics instruction, with an extended focus on rime and vowel decoding?
RQ2: How do error patterns in reading controlled sentences differ between the two groups, particularly in decoding vowels and rimes?
Abstract section 5: References
Albalooshi, E. (2024). A systematic review into the effectiveness of teaching phonics in English as a foreign language.
Allen T, M. (2019). Shogakkoeigo no mojishido ritarashishido no riron to jissen ［Literacy Teaching for Elementary School Students］. Tokyo-Syoseki.
Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press. 36-71, 123-158.
Grabe, W., & Stoller, F. L. (2019). Teaching and researching reading. Routledge.
Levelt, W. J., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and brain sciences, 22(1), 1-38.
Shimamura, C. (2025).The Effect of Phonics Instruction to Decode Written Texts in Japanese Elementary English Education. ［Unpublished master’s thesis］. Tsuda University.
Abstract section 1: Relevance
Learners must process letters, sounds, and meanings to read a text (Cameron, 2001; Levelt, Roelofs & Meyer, 1999). The phonics approach is important to connect letters and sounds, especially in early education (Allen, 2019; Grabe & Stoller, 2019). However, learners who do not use Roman letters in L1 showed limited learning in phonological awareness after phonics instruction (Albalooshi, 2024). In Japanese elementary school, students failed to decode words in delayed controlled sentences after short-term instruction, especially the rime and vowel parts (Shimamura, 2025).
Abstract section 3: Content/method
Grade 6 students received phonics instructions in 2024 and 2025. In 2025, the instructions were doubled, reducing the learning load per session. Rimes and vowels were emphasized. In vowel instructions, visual and audio input was used. One month later, both groups decoded controlled sentences including target phonemes and rimes. Average decoding rates were compared, and phoneme- and rime-level decoding accuracy was analyzed to examine error patterns.
| Title | The Effect of Extended and Focused Phonics Instruction |
|---|---|
| Teaching Context | Teaching children |