The effect of phonological instruction for struggling readers in elementary

Abstract

This study aims to determine the impact of phonological instruction interventions on dyslexic students in elementary schools. We tested the effect of phonological instruction on phonological awareness, reading, and spelling skills in 4 participants who had almost similar reading difficulties at different grade levels. This study used an experime11ntal design method single-subject research (SSR). The SSR design used is the A-B-A design which consists of three stages of conditions, namely: A-1 (baseline 1), B (intervention), A-2 (baseline 2). Tests were given to measure baseline and intervention results of phonology awareness tests, reading tests, and spelling tests. Measurement of ability at the baseline was given as many as 4 sessions while the intervention for 12 sessions. The results showed that phonological instruction had an effect on increasing phonological awareness, reading and spelling skills. The significant effect of phonological instruction interventions suggests that understanding phonological principles is beneficial for students with dyslexia.