1.1 Introduction
Word recognition is the ability to identify and recall words quickly and accurately, often without needing to decode them. Effective word recognition contributes to reading fluency and comprehension by allowing readers to process words automatically (Nation & Snowling, 2004). The ability to read proficiently is crucial for academic success and lifelong learning. However, many students struggle with poor reading skills, which can significantly impact their educational outcomes. Phonic strategies, which focus on the relationship between letters and sounds, play a fundamental role in helping students decode words and develop reading fluency. According to Ehri (2014), phonics instruction is essential for developing early reading skills as it helps learners understand how letters combine to form sounds, which is critical for accurate word recognition. By systematically teaching these letter-sound correspondences, students are better equipped to tackle unfamiliar words and improve their reading comprehension.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
In recent years, there has been a growing recognition of the need to combine phonic and word recognition strategies to address various reading challenges. This integrated approach supports students in developing both decoding skills and automatic word recognition, which are crucial for fluent reading and comprehension (Ehri, 2005). Reading proficiency is a foundational skill that influences academic success and lifelong learning. In recent years, there has been a growing concern about poor reading skills among students, which affects their overall academic performance and cognitive development. Research indicates that difficulties in reading often stem from challenges in decoding words and recognizing familiar words, which can impede comprehension and fluency (Torgesen, 2004).
The use of phonic and word recognition strategies in improving reading skills has evolved significantly over the years, reflecting changes in educational theories and practices. Historically, reading instruction has shifted from a focus on rote memorization and whole-word recognition to a more systematic approach that emphasizes phonics and word recognition.
National Reading Panel (2000) asserted that the shift toward phonics-based instruction gained momentum with the publication of the National Reading Panel report in 2000. This report provided a comprehensive review of research on reading instruction and highlighted the effectiveness of phonics in improving reading skills. The panel found that systematic phonics instruction significantly enhances students' ability to decode words and improve reading fluency and comprehension (National Reading Panel, 2000).
Phonic instruction, which focuses on the systematic teaching of the relationships between letters and sounds, has been shown to be an effective method for addressing these challenges. According to the National Reading Panel (2000), phonics instruction helps students understand how letters represent sounds and how these sounds combine to form words. This approach is particularly beneficial for early readers and those struggling with reading difficulties, as it provide them with essential skills for decoding and word recognition.
Research by Ehri (2005) suggests that frequent exposure to high-frequency words and practice in recognizing these words can significantly improve reading fluency and comprehension. These strategies help students shift from decoding to recognizing words automatically, which enhances their reading speed and understanding (Ehri, 2005). Despite the effectiveness of these strategies, many students continue to face challenges in reading due to inadequate instruction or lack of exposure to these techniques. Studies have shown that targeted interventions using phonic and word recognition strategies can address these issues and lead to improvements in reading skills (Juel, 2006). This background underscores the importance of implementing effective phonic and word recognition strategies to improve poor reading skills and support students in achieving better academic outcomes.
Word recognition strategies, emphasize the ability to identify and recall words quickly and accurately. These strategies often involve the use of sight words and high-frequency vocabulary that students encounter regularly in texts. Research by Nation and Snowling (2004) demonstrates that proficient word recognition is linked to better reading fluency and comprehension (Nation and Snowling, 2004). The integration of phonic and word recognition strategies addresses both decoding and fluency, which are critical components of effective reading. This combination supports students in overcoming reading difficulties by building a strong foundation of letter-sound knowledge and word familiarity. Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the use of phonic and word recognition strategies in improving poor reading skills.
1.3 Statement of Problems
Investigation revealed that despite the widespread use of phonic and word recognition strategies in reading instruction, many students continue to struggle with poor reading skills. One major issue is that some educators may lack sufficient training in these methods, resulting in inconsistent application and reduced effectiveness in addressing reading difficulties (Snow, 2002). Additionally, there is often a gap between research and practice, where evidence-based strategies are not always implemented effectively in classroom settings (Coyne, Kame’enui, & Simmons, 2004).
Furthermore, the challenge of adapting these strategies to meet the diverse needs of students, including those with varying levels of literacy and learning disabilities, complicates their application. According to Torgesen (2004), while phonic and word recognition strategies are beneficial, their effectiveness can be diminished if not tailored to individual learning needs. Moreover, limited resources and support in schools can hinder the successful implementation of these strategies, affecting the overall quality of reading instruction (National Institute for Literacy, 2008).
Another problem is the potential resistance from students who may find these strategies repetitive or unengaging, which can impact their motivation and progress. Research by Ehri (2005) suggests that for phonic and word recognition strategies to be effective, they must be integrated into a broader, engaging reading program that maintains student interest and promotes a positive reading experience.
These problems underscore the need for more effective training for educators, better alignment between research and practice, and the development of tailored instructional approaches to fully leverage the benefits of phonic and word recognition strategies in improving reading skills.
1.4 Aim and Objectives of Study
The aim of the study is to evaluate the effectiveness of phonic and word recognition strategies in enhancing reading skills among students with poor reading abilities. In achieving this aim, the following specific objectives were laid out as follows:
- To evaluate the effectiveness of word recognition strategies in increasing students' accuracy and speed in identifying high-frequency words;
- To identify the challenges and barriers faced by educators in implementing these strategies effectively in classroom settings;
- To assess the impact of phonic instruction on students' ability to decode words and improve reading fluency;
- To determine how the integration of phonic and word recognition strategies influences overall reading comprehension and engagement in students with reading difficulties; and
- To provide recommendations for improving the application of phonic and word recognition strategies to better support students with poor reading skills.
1.5 Research Questions
The research questions for this study on the use of phonic and word recognition strategies in improving poor reading skills are:
- What is the effectiveness of word recognition strategies in improving students' accuracy and speed in identifying high-frequency words?
- What challenges and barriers do educators encounter when implementing phonic and word recognition strategies in classroom settings?
- How does the integration of phonic and word recognition strategies affect overall reading comprehension and student engagement?
- How does phonic instruction impact students' ability to decode words and enhance reading fluency?
- What recommendations can be made to improve the application and effectiveness of these strategies for students with poor reading skills?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H0: Phonic and word recognition strategies do not significantly improve reading skills in students with poor reading abilities compared to traditional reading instruction methods.
- H1: Phonic and word recognition strategies significantly improve reading skills in students with poor reading abilities compared to traditional reading instruction methods.
1.7 Significance of Study
The use of phonic and word recognition strategies in improving poor reading skills will benefit various stakeholders in several ways.
- For educators, the implementation of these strategies will provide effective tools and methods to enhance their teaching practices, leading to better student outcomes and professional development.
- Students will experience improved reading skills and greater confidence in their abilities, which will positively affect their academic performance and motivation.
- Parents will benefit from their children’s progress, as enhanced reading skills will support overall academic achievement and reduce frustration associated with reading difficulties.
- Educational policymakers will gain insights into effective instructional methods, enabling them to support and advocate for evidence-based practices in literacy education.
- Finally, the broader educational community will see the potential for increased literacy rates and improved educational standards as a result of more effective reading instruction methods.
1.8 Scope of Study
The scope of the research is focused on the use of phonic and word recognition strategies in improving poor reading skills. The lack of fluent reading skill is found usually among children and illiterate adults. However, this research work would focus broadly on the manifestations of this inability in children with little lights now and again on adults. This is as the case is much more diverse in children than in adults. At any event, the phonic strategies discussed here are predicated upon the learning dispositions of children than those of adults.
1.9 Limitations of the Study
The study on the use of phonic and word recognition strategies in improving poor reading skills faced several limitations.
- One major limitation was the insufficient data available, which constrained the ability to generalize findings across a broader population.
- Frequent power failures in the research environment also hindered data collection and analysis, causing interruptions in the study's progress.
- Additionally, delays from respondents affected the timely collection of feedback and data, impacting the overall timeline of the research.
- Time constraints further exacerbated these issues, as they reduced the opportunity for thorough investigation and follow-up with participants.
- Financial constraints were another significant limitation, as they restricted the scope of the research study and limited resources for comprehensive data collection and analysis.
1.10 Definition of Terms
In the context of this study, the following terms are defined to clarify their meaning and application:
Phonic Instruction:
This refers to the teaching method that focuses on the relationship between letters and their corresponding sounds. Phonic instruction aims to improve students' ability to decode and pronounce words by understanding how letters and sounds interact (Ehri, 2014).
Word Recognition:
This is the ability to identify and recall words quickly and accurately, often without needing to decode them. Effective word recognition contributes to reading fluency and comprehension by allowing readers to process words automatically (Nation & Snowling, 2004).
Reading Fluency:
This term describes the ability to read smoothly and accurately with appropriate speed and expression. Reading fluency is crucial for comprehension, as it enables readers to focus on understanding the meaning of the text rather than struggling with individual words (Rasinski, 2004).
