Sunday, May 24, 2009

Journal review

Journal 3

Educational Action Research
Vol.16, No.4, December 2008, 545-555

Journal Tittle

Examining the impact of phonics intervention on secondary students' reading improvement

Author: Karen Edwards


This paper describes an action research project focusing on the effects of a phonics intervention on the reading fluency of high school students. Phonics instruction is normally associated with earlier stages of learners’ reading development. If it is an effective tool for early readers, then it would seem that struggling readers at the high school level might benefit from an intervention program that used a phonics-based approach. Pre-testing identified the decoding skills that students were unfamiliar with and the phonics intervention addressed the identified areas of need. Students were tested three times over time: one as a baseline measure, the second after a seven-week intervention was completed, and the last one year after the completion of the initial intervention. Two measures were recorded for each of the three time spots: the first was Raw Score and the second was Reading Grade Level. Results showed that there was a significant change over time in the three measures for both Raw Score and the Reading Grade Level. All students benefited significantly from the phonics intervention. The results of this intervention encourage the use of structured phonics with struggling high school age students as a strategy to improve their reading fluency.

The student in the fifth hour ninth- grade English class
-16 students in class which is 11 boys and 5 girls


Rural Northern Michigan School District

  • Planning - discussion with classroom teachers to determine the phonics lessons period and thus designed the research
  • Act - Explain to the student in class about the study and start the plan
  • Review - Share and discuss with the students and teachers about the result and encourage the useful idea of technique intervention.

Data Collection
  • Data was collected in two measured which is three time spot for each, such as:
1st: Raw score
2nd: Reading grade level (stated in years and month)
  • Interview the students by one-one interview (a reading attitude of students)
Data Analysis
  • The Slosson Oral Reading Test (SORT) was used as the assessment tool to monitor any progress
  • Analysis of the areas of need was identify from the SORT based on the question given
  • The SORT also was used to determine baseline data on each students


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