The effect of phonics-enhanced Big Book reading on the language and literacy skills of six-year-old pupils of different reading ability attending lower SES schools

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dc.citation.volume5
dc.contributor.authorTse LM
dc.contributor.authorNicholson TW
dc.date.available2014-11-13
dc.date.available2014-11-13
dc.date.issued2014
dc.description.abstractThe purpose of this study was to improve the literacy achievement of lower SES children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics. In this study, a group of 96 second graders from three lower SES primary schools in New Zealand were taught in 24 small groups of four, tracked into three different reading ability levels. All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness. In reading accuracy, the BB/EP and Big Book groups scored similarly. In basic decoding skills the BB/EP and Phonics groups scored similarly. The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages. The present findings could be a model for New Zealand and other countries in their efforts to increase the literacy achievement of disadvantaged pupils.
dc.description.publication-statusPublished
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000345448000001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=c5bb3b2499afac691c2e3c1a83ef6fef
dc.identifierARTN 1222
dc.identifier.citationFRONTIERS IN PSYCHOLOGY, 2014, 5
dc.identifier.doi10.3389/fpsyg.2014.01222
dc.identifier.elements-id230636
dc.identifier.issn1664-1078
dc.publisherFrontiers in Pscyhology
dc.relation.isPartOfFRONTIERS IN PSYCHOLOGY
dc.subjectspelling
dc.subjectphonemic awareness
dc.subjectreading comprehension
dc.subjectBig Book reading
dc.subjectphonics
dc.subjectachievement gap
dc.subjectshared book
dc.subjectmath
dc.subject.anzsrc1701 Psychology
dc.subject.anzsrc1702 Cognitive Sciences
dc.titleThe effect of phonics-enhanced Big Book reading on the language and literacy skills of six-year-old pupils of different reading ability attending lower SES schools
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/Other
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