"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

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Authors

Crossman, Hannah

Issue Date

2023-07-24

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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.

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Keywords (free text)

Secondary School , Modern Languages , Phonics , Phonological awareness , Phonological development , Decoding , Reading aloud , Grapheme-phoneme correspondence , Sound-symbol correspondence , Attitudes , Confidence , year 8

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/667

Link to Original Source

https://www.repository.cam.ac.uk/handle/1810/353994

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Jotter: Journal of Trainee Teacher Educational Research Volume 14