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"I have no clue how to pronounce that": The impact of introducing a systematic phonics teaching initiative on Year 8 Italian students’ reading aloud skills and attitudes
Crossman, Hannah
Crossman, Hannah
Authors
Editors
Date
2023-07-24
Educational Level
ISCED Level 2 Lower secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
The aim of this study was to analyse the impact of an explicit, systematic phonics teaching intervention on a KS3 Italian class’s reading aloud ability and attitudes. The findings suggest that systematic, explicit phonics teaching may have a positive impact on student decoding ability, perception of that ability, and confidence.
Description
Keywords (free text)
phonics, reading, self confidence, Italian, reading