Adult Saudi learners held positive attitudes toward phonological awareness instruction, preferring it to their prior schooling¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Questionnaire responses averaged 3.39 on a 4-point scale, with the strongest agreement (M=3.55) that PA was better than their prior school learning. → Ibrahim 2018
Evidence¶
Ibrahim 2018¶
Mahmoud Ibrahim. (2018). Explicit Versus Implicit Modes of EFL Reading Literacy Instruction: Using Phonological Awareness With Adult Arab Learners. English Language Teaching, 11(9). https://doi.org/10.5539/elt.v11n9p144
q2 · i? · causal · r2
Five-item Likert questionnaire administered in structured interviews in Arabic to 62 participants (both groups, after control students received remedial PA); total weighted mean 3.39 (SD 0.59), overall response "Strongly Agree"; Cronbach's Alpha 0.87.
"Participants explicitly showed that they had learnt literacy using PA better that the way they had learnt in schools (M= 3.55, SD=0.67)."
Discussion¶
Related Claims¶
- Explicit phonological awareness instruction significantly improved adult Saudi EFL learners' oral reading literacy from pretest to posttest — related
- An 11-week teacher-delivered phonological awareness intervention significantly improves kindergarten children's phoneme segmentation, letter knowledge, reading, and invented spelling — related
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