Date of Award
Master of Education (MEd)
Curriculum & Instruction
This study aimed at exploring the role of direct phonemic awareness of letter naming and decoding in the reading abilities of Emirati kindergartners. The mixed-method was adopted to achieve the purpose of this study. In the first phase of the study quantitative means were used by conducting a pre and post-test after implementation of the program for six weeks. The second phase of the study featured a collection of qualitative data means of document analysis which was randomly selected from the participant's performance during the program. The participants in this study were KG1 students who were selected conveniently (n=40) and were divided into two groups: the Experimental and control groups. Generally, the results gleaned from the pre-and post-test showed that there is a significant difference between the experimental group and control group in terms of letter naming and decoding skills in favour of the experimental group. The qualitative results revealed that the use of direct phonemic awareness instruction leads to tangible, incremental gain in letter naming decoding skills. The study addressed key issues related to EFL kindergartners’ reading literacy skills in terms of the role of direct phonemic awareness instruction on reading abilities, and it gives some recommendations for EFL instructors, curriculum planning, and instructional materials and suggests some implications for future research.
Alkhlaifi, Eiman Abdulla Muhsen Altheeb, "EXPLORING THE ROLE OF DIRECT PHONEMIC AWARENESS INSTRUCTION OF DECODING AND LETTER NAMING ON READING ABILITIES OF UAE KINDERGARTENERS" (2020). Theses. 915.