Abstract
This study examined the effectiveness of using explicit phonological awareness instructions in
helping six-year-old children learn to read in English. The instrument used for delivering the
explicit phonological awareness instructions was the LeapFrog SchoolHouse program and the
instrument for assessment was the LeapTrack Assessment and Instruction System designed by
LeapFrog SchoolHouse Incorporation, USA. A classroom, called The Literacy Center, was set up to
house the equipment such as the LeapMat, LeapDesk, LeapPad and a computer installed with the
LeapTrack Assessment and Instruction System. These equipment were the support material and acted as
play-tools for the preschool children. The explicit instructions, which took place in
thirty-minute lessons, were delivered to twelve UPSI preschool children through out their 2006
school year. The lessons were conducted every day from Monday to Thursday for thirty-four weeks
using a two-week cyclical teaching procedure. The cyclical teaching procedure started with explicit
instructions from the teacher, followed by practice of the unit taught. Then the children were
allowed to work on their own but they could always go to their teacher for help. The lesson was
then re-taught and the children practiced with more exercises. Finally the children would be
assessed. Early Literacy Diagnostics Tests were administered in the beginning of the year. Each
child's reading status would be processed in their test results and exercises for individual child
would be prescribed. Each child then did the prescribed exercises and after three months, they sat
for the Beginning-of-Year Reading Assessment. Again the results would process their reading ability
and prescribe the necessary exercises they needed to do. This process of teaching, practising,
reteaching, more practicing and assessing would be repeated till the end of the year. The children
had to sit for a total of three Reading Assessments through out the year. This research adopted a
case-study design and both the participants as well as the program were studied. The classroom
teaching and learning activities were video recorded and later transcribed. The children's reading
progress was also tabulated. After two months of explicit instruction, the children were able to
read CVC-words like CAT, DOG, SIT, PET, CUT and common sight words like IS, ARE, WAS, A, I, and
THE. By the end of 2006, four (33.34%) out of the twelve children were able to read Children's
Readers graded at level two (Primary Two), another four (33.33%) children were able to read
Children's Readers graded at level one (Primary One) and the remaining four (33.33%) were able to
read Children's Readers graded at preschool level. To.conclude; the LeapFrog Schoo/House program,
which advocated the use of explicit phonological awareness instructions, was able to help
six-year-old children learn to read faster. All twelve children were reading with reasonable ease -
66.67% were reading above their grade level while 33.33% were reading at grade level.