A Comparison of the Effects of Analogy Phonics versus Phonics Approach through Spelling on Reading Skills of EFL Beginners

A Comparison of the Effects of Analogy Phonics versus Phonics Approach through Spelling on Reading Skills of EFL Beginners

Reading and learning to read are the prevailing topics among instructors. It is clear that the ability to read is one of the significant factors that contribute to the students’ success. Phonics is a method for teaching reading and writing through developing learners’ phonemic awareness. This study investigated the effect of analogy phonics (AP) and phonics approach through spelling (PATS) on learners reading aloud skills in EFL classrooms in an Iranian context. The participants of the study were 60 male elementary students who were between 8- 12 years old studying English courses in Safir Language Institute at the elementary level in Tabriz. They were divided into three groups: One control and two experimental groups. Comparison of the pre-test mean scores of the PATS group and AP group with the post-test mean scores for the PATS and AP group showed the significant differences between the mean scores of these two groups. This study concluded that both types of phonics instruction, including phonics through spelling and analogy-based phonics can establish effectiveness in reading aloud achievement. However, the effect of the latter is more than the effect of former on reading aloud acquisition.

Reading and learning to read are the prevailing topics among instructors. It is clear that the ability to read is one of the significant factors that contribute to the students’ success. Phonics is a method for teaching reading and writing through developing learners’ phonemic awareness. This study investigated the effect of analogy phonics (AP) and phonics approach through spelling (PATS) on learners reading aloud skills in EFL classrooms in an Iranian context. The participants of the study were 60 male elementary students who were between 8- 12 years old studying English courses in Safir Language Institute at the elementary level in Tabriz. They were divided into three groups: One control and two experimental groups. Comparison of the pre-test mean scores of the PATS group and AP group with the post-test mean scores for the PATS and AP group showed the significant differences between the mean scores of these two groups. This study concluded that both types of phonics instruction, including phonics through spelling and analogy-based phonics can establish effectiveness in reading aloud achievement. However, the effect of the latter is more than the effect of former on reading aloud acquisition.