Date of Defense
14-4-2025 2:00 PM
Location
H1-0009
Document Type
Thesis Defense
Degree Name
Master of Education (Curriculum and Instruction)
College
CEDU
Department
Curriculum and Methods of Instruction
First Advisor
Dr. David Palfreyman
Keywords
Phonics, Monster Phonics, grapheme recognition, phonemic awareness, word blending, word decoding, reading comprehension
Abstract
This study explores the impact of the Monster Phonics program on the reading development of Year 1 students in Al Ain, UAE. Reading proficiency is a fundamental skill in early education, and phonics instruction plays a crucial role in literacy acquisition. Monster Phonics, a color-coded synthetic phonics program, has been increasingly adopted in classrooms, yet its effectiveness in multilingual settings remains underexplored. This research aims to investigate how students' reading ability develops in the context of a curriculum using the Monster Phonics scheme. A mixed-methods approach was employed, combining quantitative assessments pre- and post-tests on grapheme recognition, word reading, and reading comprehension with qualitative data collected through teacher interviews and classroom observations. The study involved 25 Year 1 students from diverse linguistic backgrounds and four teachers familiar with Monster Phonics. Statistical analysis of test scores revealed significant improvements in students' ability to recognize graphemes, blend sounds, and comprehend texts. Qualitative findings highlighted high engagement levels, with teachers noting the program’s effectiveness in reinforcing phonics rules, though additional scaffolding was recommended for struggling learners. The study provides empirical evidence supporting the effectiveness of Monster Phonics in multilingual classrooms, demonstrating its potential to enhance phonics instruction and early literacy skills. By evaluating Monster Phonics within a diverse learning environment, this research contributes to the broader discourse on phonics instruction, offering practical insights for educators and policymakers aiming to optimize early reading strategies.
Included in
THE DEVELOPMENT OF YEAR ONE STUDENTS' READING ABILITY IN A CURRICULUM USING MONSTER PHONICS SCHEME IN THE UAE
H1-0009
This study explores the impact of the Monster Phonics program on the reading development of Year 1 students in Al Ain, UAE. Reading proficiency is a fundamental skill in early education, and phonics instruction plays a crucial role in literacy acquisition. Monster Phonics, a color-coded synthetic phonics program, has been increasingly adopted in classrooms, yet its effectiveness in multilingual settings remains underexplored. This research aims to investigate how students' reading ability develops in the context of a curriculum using the Monster Phonics scheme. A mixed-methods approach was employed, combining quantitative assessments pre- and post-tests on grapheme recognition, word reading, and reading comprehension with qualitative data collected through teacher interviews and classroom observations. The study involved 25 Year 1 students from diverse linguistic backgrounds and four teachers familiar with Monster Phonics. Statistical analysis of test scores revealed significant improvements in students' ability to recognize graphemes, blend sounds, and comprehend texts. Qualitative findings highlighted high engagement levels, with teachers noting the program’s effectiveness in reinforcing phonics rules, though additional scaffolding was recommended for struggling learners. The study provides empirical evidence supporting the effectiveness of Monster Phonics in multilingual classrooms, demonstrating its potential to enhance phonics instruction and early literacy skills. By evaluating Monster Phonics within a diverse learning environment, this research contributes to the broader discourse on phonics instruction, offering practical insights for educators and policymakers aiming to optimize early reading strategies.