Effects of reading strategies on grade one children’s phonemic awareness

Solomon Melesse, Chanyalew Enyew


This study examined the effects of language teaching strategies on children’sphonemic awareness reading performance at Kosober Primary School, Awi, AmharaNational Regional State, Ethiopia. Thus, one hundred and two grade one children of twointact sections (n=50) and (n=52) were selected as experimental and control groupsrespectively and participated in quasi-experimental pre-test and post-test research designaimed to examine improvements in children’s phonemic awareness performance.Besides, the researchers have collected data through non-participant observation andteacher self-reflection reports. To analyze children’s phonemic awareness, pre-test andpost-test scores, paired samples t-test was computed. To analyze the qualitative data,researchers employed narratives based on data driven categories. Findings indicatedthat phonemic awareness reading strategies could improve children’s phonemicawareness performance. Furthermore, observation and teacher’s reflections showed thatthere were positive results on the application of the strategies in improving children’sphonemic awareness. Eventually, recommendations and implications for further researchwere suggested.


Phonemic awareness; Performance; Reading; Strategy

DOI: http://dx.doi.org/10.11591/edulearn.v14i3.14271

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Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by: Universitas Ahmad Dahlan (UAD) in collaboration with Institute of Advanced Engineering and Science (IAES)

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