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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
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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