UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Minjie, Chen
Title :Development of an instructional guide for Chinese EFL preservice teachers to teach phonics
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2022
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
The purpose of this study is to develop a phonics instructional guide for pre-service EFL teachers in China. The study employs a multi-phase mixed-method experimental design that incorporates a survey, an experimental design, a delayed retention test, a focus group discussion, and the trainer‘s teaching reflection. The study is organized into three phases in accordance with the ADDIE instructional design guideline: needs assessment phase, design and development phase, and implement and evaluation phase. This survey was distributrf to 254 pre-service EFL teachers For quantitative studies, stratified random sampling is used to select representative samples from the population, but the purposive selection is used for qualitative studies. The data from multiple sources indicated that instructional design effectively equips pre-service EFL instructors with subject matter content knowledge to teach phonics. Additionally, the results indicated that pre-service EFL teachers require an instructional guide to learn how to teach phonics and that current phonology classes in teacher preparation programs should be reformed to place a greater emphasis on preparing pre-service EFL teachers‘ knowledge base for implementing phonics instruction in an explicit, direct, and systematic manner. This study also yields pedagogical and theoretical implicaions that pre-service EFL teachers‘ professional development should be complemented. Needs assessment should first be conducted before at the initial stage of instructional design to ensure the quality of the instructional design product and professional training. And, pre-service EFL teachers‘ knowledge base, especially subject matter content knowledge can be modified via enviromental input of professional training which was conducted based on the needs assessment.

References

Aberash, A. (2013). The extent of effectiveness of the training in Civil Service Unisersity Center for Training & Consultancy (Master‘s Thesis). https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/7685 

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT. 

Aldoobie, N. (2015). ADDIE model. American International Journal of Contemporary Research, 5(6), 68-72. http://www.aijcrnet.com/journals/Vol_5_No_6_December_2015/10.pdf 

Aldhanhani, Z. R, & Abu-Ayyash, E.A.S. (2020). Theories and research on oral reading fluency: What is needed? Theory and Practice in Language Studies, 10(4), 379-388.http://dx.doi.org/10.17507/tpld.1004.05 

Al-Mghairi, A. M. (2018). The evaluation of training and development of employees: The case of a national oil and gas industry (Doctoral Dissertation).https://bura.brunel.ac.uk/handle/2438/17062 

Amadi, E.A. (2019). Bottom-up theory and phonics instruction: Implications for beginning reading. European Journal of Applied Linguistics Studies, 1(2), 89-100. http://doi.org/10.5281/zenodo.3228773  

Amadi, E. A., & Offorma, G. C. (2019). Effects of two phonics instructional modes on English as second language learners‘achievement in reading. Studies in English Language Teaching, 7(2), 236-245. http://doi.org/10.22158/sel.v7n2p236 

Armbruster, B. B., & Osborn, J. (2006). Put reading first: The research building blocks for teaching children to read (3rd ed.). The National Institute for Literacy. https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf 

Arnold, J. M. (2010). Whole language. In C. T. Hunt, J. T. Lasley, II & D. C. Raisch (Eds.), Encyclopedia of Educational Reform and Dissent (pp. 940-942). SAGE Publication. 

Bai, J. H. (2018). English. Hunan Juvenile & Children‘s Publishing House. 

Bachman, F. L. (1995). Fundamental considerations in language testing. Oxford University Press. 

Bald, J. (2007). Using phonics to teach reading and spelling. Sage Publication. 

Balmuth, M. (2009). The roots of phonics: A historical introduction (revised ed.). Paul H Brookes Publishing Co., Inc. 

Bear, R. D., Invernizzi, M., Templeton, S., & Johnston, F. (2020). Words their way (6th ed.). Pearson Education. 

Bennet, R. M. (2017). A qualitative thesis exploring the views of Cardiff metropolitan university and its third year business management students’ view of Cardiff metropolitan university’s brand (BA thesis). https://repository.cardiffmet.ac.uk/handle/10369/8651 

Binks-Cantrll, E., Washburn, E., & Josh, M. M. R. (2012). Validation of an instrument for assessing teacher knowledge of basic language construct of literacy. Annals of Dyslexia, 62 (3), 153-171. https://doi.org/10.1007/s11881-012-0070-8 

Bishop, M. M. (1986). The ABC’s and all their tricks. Dickinson Press. 

Blevins, W. (2006). Phonics from A to Z: A practical guide (2nd ed.). Scholastic. 

Blevins, W. (2017). Phonics from A to Z: A practical guide (3rd ed.). Scholastic. 

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. 

Branch, R. M. (2018). Characteristics of foundational instructional design models. In A. R. Robert & V. D. John (Eds.), Trends and issues in instructional design and technology (4th ed., pp23-30). Pearson. 

Brady, S., Gillis, M., Smith, T., Lavalette, M., Liss-Bronstein, L., Lowe, E., North, W., Russo, E., & Wilder, T. D. (2009). First grade teachers‘ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes. Read Writ 22(4):425-455. https://doi.org/10.1007/s11145-009-9166-x 

Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Heinle & Heinle Publishers. 

Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd. ed.). Routledge. 

Budiman, A. (2017). Behaviorism in foreign language teaching methodology. English Franca, 1(2), 101-114. http://dx.doi.org/10.29240/ef.v1i2.171 

Cai, Y. (2020). A study of natural phonics on improving primary school students’ English vocabulary pronounciation and spelling ability-Based on the comparative analysis of class A& B, Grade 5 in S elementary school (Master thesis). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=17&CurRec=3&DbCode=CMFD&dbname=CMFD202101&filename=1020098721.nh 

Carroll, M. J., Crane, B. C., Duff, J. F., Hulme, C., & Snowling, J. M. (2011). Developing language and literacy: Effective intervention in the early years. John Wiley and Sons, Ltd. 

Carver, R. P. (1977-1978). Toward a theory of reading comprehension and reading. Reading Research Quarterly, 13(1), 8-63.  https://doi.org/10.2307/747588 

Cennamo, K., & Kalk, D. (2019). Real world instructional design: An iterative approach designing learning experiences. Taylor & Francis Group. 

CGPS Student Course Evaluation Survey (n.d.) https://www.okbu.edu/academics/documents/cgps-student-course-evaluation-survey.pdf 

Chall, J. S. (1996). Stages of reading development. Harcourt 

Chang, H. C. (2017). The effects of test trial and processing level on immediate and delayed retention. Europe’s Journal of Psychology, 13 (1), 129-142. http://doi.org/10.5964/ejop.v13i1.1131 

Chen, I. (2011). Behaviorism and developments in instructional design and technology. In S. Clarke, M. E. Jennex, A. Becker & A.V. Anttiroiko (Eds.), Instructional design: Concepts, Methodologies, tools and applications. Information Science Reference. 

Chen, S. (2019). An action research on employing phonics to develop pupils’ key. Competencies in the English subject (Master thesis). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=18&CurRec=4&DbCode=CMFD&dbname=CMFD201902&filename=1019147943.nh 

Chen, Y. D. (2020). An experimental study on the influence of phonics on English vocabulary ability of senior pupils (Master thesis).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=4&CurRec=1&DbCode=CMFD&dbname=CMFD202002&filename=1020904340.nh 

Clarken, M. R. (2017). EFL education in mainland China: Word memorization and. Essay writing among high school sophomores (Doctoral dissertation, Michigan Technological University). https://digitalcommons.mtu.edu/cgi/viewcontent.cgi?article=1607&context=etdr 

Clemens, N. H., Lai, M. H. C., Burke, M., & Wu, J.-Y. (2017). Interrelations of growth in letter naming and sound fluency in kindergarten and implications for subsequent reading fluency. School Psychology Review, 46(3), 272–287. https://doi.org/10.17105/SPR-2017-0032.V46-3 

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge. 

Connelly, V., Johnston, R., & Thompson, B.G. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14(5-6), 423–457. 

Creswell, J. W., & Creswell, D. J. (2018). Research design (5th ed.). Sage publications. 

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications. 

Davis, A. (2013). To read or not to read: Decoding synthetic phonics. Philosophical Perspectives on Education Policy, 2013(20), 1-38. https://doi.org/10.1111/2048-416X.2013.12000.x 

Davis, M. J. (2015). Sampling and what it means. In J. D. Brown, & C. Coombe (Eds.), The Cambridge guide to research in language teaching and learning (pp.198-206). Cambridge University Press. 

Department for Education and Skills. (2007). Letters and sounds: Notes of guidance for practitioners and teachers.https://issuu.com/etchongkong/docs/note. 

Department of Education, Science and Training. (2005). Teaching reading: Report and recommendations. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=tll_misc 

Diller, D. (2007). Making the most of small groups: Differentiation for all. Stenhouse Publisher. 

Ding, G. S., & Li, T. (2016). SPSS guidebook: From research design to data analysis. Mechanical Industry Press. 

Domjan, M. (2015). The principles of learning and behavior (7th ed.). Cengage Learning. 

Donat, J. D. (2003). Reading their way: A balance of phonics and whole language. The Scarecrow Press. 

Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration and processing. Lawrence Erlbaum Associates Publishers. 

Dörnyei, Z., & Csizér, K. (2012). How to design and analyze surveys in second. Language acquisition research. In A. Mackey, & M. S. Gass (Eds.), Research methods in second language acquisition: A practical guide. (pp.74-94). A John Wiley & Sons, Ltd, Publication. 

Dow, R. S., & Baer, G. T. (2007). Self-paced phonics: A text for educators. Pearson. 

Driscoll, M. P. (2018). Psychological foundations of instructional design. In A. R. Robert & V. D. John (Eds.), Trends and issues in instructional design and technology (4th ed., pp52-60). Pearson. 

Durkin, D. (1993). Teaching them to read. Allyn & Bacon. 

Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford University Press. 

El-Amin, A. (2020). Andragogy: A theory in practice in higher education. Journal of Research in Higher Education, 4(2), 54-69. http://doi.org/10.24193/JRHE.2020.2.4 

Forstall, M. (2019, May 14). Bottom-Up theories of the reading process.https://www.theclassroom.com/topdown-reading-model-theory-13028.html 

Frank, M. (2016). Teaching Analogy Phonics. Atlas. 

Fraenkel, J.R., Wallen, N. E., & Hyun, H.H. (2011). How to design and evaluate research in education (8th ed.). McGraw-Hill Companies Inc. 

Friedman, A. (2019, May 10). The top-down reading model theory.https://www.theclassroom.com/topdown-reading-model-theory-13028.html 

Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Thomson Learning. 

Ghoneim, N. M. M., & Elghotmy, H. E. A. (2015). The effect of suggested. Multisensory phonics program on developing kindergarten pre-service teachers‘ EFL reading accuracy and phonemic awareness. English Language Teaching, 8(12), 124-143. http://dx.doi.org/10.5539/elt.v8n12p124 

Gillon, G. T. (2017). Phonological awareness: From research to practice. Guilford. Press. 

Gopal, R., & Singh, C. K. S. (2020). Arising reading patterns in understanding literary texts. Students in English Language and Education, 7(2), 407-420. https://doi.org/10.24815/siele.v7i2.16663 

Gopal, R., & Mahmud, C. T. (2018). Miscue Analysis: A glimpse into the reading process. Students in English Language and Education, 5(1), 12-24 

Gough, P. B. (1972). One second of reading. In J. F. Kavanagh & I.G. Mattingly (Eds.), Language by ear and by eye: The relationship between speech and reading (pp. 331-358). M.I.T Press. 

Goswami, U. (1986). Children‘s use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42(1), 73-83. https://doi.org/10.1016/0022-0965(86)90016-0 

Graves, K. (2000). Designing language courses: A Guide for teachers. Heinle & Heinle Publishers. 

Groff, P. (1989). Modern phonics instruction. https://files.eric.ed.gov/fulltext/ED328900.pdf 

Grossman, L. P. (1989). A study in contrast: Source of pedagogical content knowledge for secondary English. Journal of Teacher Education, 40(5), 24-31. https://doi.org/10.1177/002248718904000504 

Guyer, M. (2016). Training from A to E: Analysis to evaluation white paper. U.S. Department of Justice. https://nicic.gov/training-e-analysis-evaluation 

Han, G. (2011). Constructing pedagogical content knowledge in EFL teachers. Shanghai Foreign Language Education Press. 

Han, X. (2018). Investigation of teacher assesses system based on non-normal students (Master‘s thesis).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=9&CurRec=13&DbCode=CMFD&dbname=CMFD201901&filename=1018149537.nh  

Hangensick, J. A. (2015). Word families and decoding by analogy for word recognition (Master‘s thesis). http://digitalcommons.stritch.edu/etd/215 

Hatcher, P. (2006). Phonological awareness and reading intervention. In M. J. Snowling & J. Stackhouse (Eds.), Dyslexia, speech and language: a practitioner’s handbook (2nd ed., pp. 167-197). Whurr. 

He, S. Q. (2018). An empirical study of the impact of phonics on the reading and writing of English vocabulary in primary schools (Master‘s thesis, Shanghai International Studies University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=28&CurRec=1&DbCode=CMFD&dbname=CMFD201802&filename=1018231078.nh 

Hepplewhite, D. (2020). Oxford phonics spelling dictionary. Oxford. 

Holmes, M. V. (2009). Bottom-up processing and reading comprehension in experienced adult readers. Journal of Research in Reading. 3(3), 309-326. https://doi.org/10.1111/j.1467-9817.2009.01396.x. 

Honan, E. (2015). Preparing Australian teachers to teach literacy. Australian Literacy Educators‘ Association.https://www.alea.edu.au/documents/item/1083 

Hsieh, H. F. & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.  https://doi.org/10.1177/1049732305276687 

Hu, N. (2020). A study on the application of phonics instruction in primary school English vocabulary teaching (Master‘s thesis, Southwest University).https://kns.cnki.net/kns8/Detail?sfield=fn&QueryID=25&CurRec=3&DbCode=CMFD&dbname=CMFD202101&filename=1021533366.nh 

Huangpu, H. T. (2017). Phonics in China for ten years. Chinese Youth, 2 (4), 81-82. 

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning centered approach. Cambridge University. 

Huang, L. Y. (2014). Learning to read with whole language approach: The teacher‘s view. English Language Teaching. 7(5), 71-77. 

Huang, S. S. (2019). A case study on the effect of phonics readers on fourth graders’ English reading decoding ability (Master‘s thesis, Guangzhou university). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=35&CurRec=5&DbCode=CMFD&dbname=CMFD202001&filename=1019615723.nh 

Huang, Y. Y. (2017). Exploring English Vocabulary Memorizing. Nong Jia Can Mou, 23(3), 164-164. 

Hufnagel, P. (2009). Phonics and whole language. In E. F. Provenzo, & A. B. Provenzo (Eds.), Encyclopedia of the social and cultural foundations of education (pp. 581-581). SAGE Publications. 

International Literacy Association. (2017). Standard for the preparation of literacy professionals.https://www.uas.alaska.edu/education/documents/reading/ila_standards.pdf 

International Literacy Association. (2018). Explaining phonics instruction: An educator’s guide. https://literacyworldwide.org/docs/default-source/where-we-stand/ila-explaining-phonics-instruction-an-educators-guide.pdf 

International Literacy Association. (2019). Meeting the challenges of early literacy phonics instruction. https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-meeting-challenges-early-literacy-phonics-instruction.pdf 

International Literacy Association. (2020). The science of reading: Supports, critiques, and1questions. https://literacyworldwide.org/docs/default-source/resource-documents/rrq-sor-executive-summary.pdf 

Iowa Training Evaluation for Participants. (n.d). https://www.cal.org/caelanetwork/profdev/states/iowa/training-evaluation.pdf 

Iowa Adult ESL Regional Training Specialsts‘ Trainer Self-Assessment. (n.d). https://www.cal.org/caelanetwork/profdev/states/iowa/self-relfection.pdf 

Iswati, L., & Triastuti, A. (2021). Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments. Studies in English Language and Education, 8(1), 276-293. http://doi.org/10.24815/siele.v8i1.17301 

Islam, M. H. (2015). Thorndike Theory and its application in learning. At-Ta’lim: Jurnal Pendidikan,1(1), 37-47. https://ejournal,inzah.ac.id/index.php/attalim/article/view/166  

John, S., & Gerry. S. (1990). Pre-service teacher‘s schemata for a diagnostic framework in reading. Reading Research and Instruction, 30 (1), 30-43. 

Johnson, D. D. & Pearson, P. D. (1978). Teaching reading vocabulary. Holt, Rinehart & Winston. 

Johnson, P. A. (2016). 10 Essential Instructional Elements for Students with Reading Difficulties: A Brain-Friendly Approach. Corwin Press. 

Johnson, R. B., & Bendolph. A. (2018). Evaluation in instructional design: A comparison of the major evaluation models. In A. R. Robert & V. D. John (Eds.), Trends and issues in instructional design and technology (4th ed., pp87-96). Pearson.  

Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative and mixed approaches (7th ed.). Sage Publications, Inc. 

Johnston, R. & Watson, J. (2007). Teaching synthetic phonics. Learning Matters Ltd. 

Joshi, R. M., Binks, E., Hougen, M., Dahlgren, M., Dean, E., & Smith, D. (2009). Why elementary teachers might be inadequately prepared to teach reading. Journal of Learning Disabilities, 42 (5), 392–402. 

Kathpalia, S. S., & Heal, C. (2007). Planning syllabus through professional partnerships. LSP and Professional Communication, 7(1), 8-25. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.872.4529&rep=rep1&type=pdf 

Kaplan, D. E. (2018). Behaviorism in online teacher training. Psychology. 9(4), 570-577. https://doi.org/10.4236/psych.2018.94035 

Kent, M. A, Giles, M. R., & Hibberts, M. (2013). Preparing elementary educators to teaching reading: An exploratory study of preservice teachers‘ evolving sense of reading effectiveness. International Journal for the Scholarship of Teaching and Learning, 7(2), Article23. https://doi.org/10.20429/ijsotl.2013.070223 

Kelly, A.C. (2016). Cracking the code: An effectiveness study (Master‘s thesis). https://espace.curtin.edu.au/bitstream/handle/20.500.11937/615/246381_Kelly%202016.pdf?isAllowed=y&sequence=2 

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. (3rd ed.). Berrett-Koehler. 

Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015) The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge. 

Kothari, C. R. (2009). Research methodology, methods and techniques (2nd revised ed.). New Age International Publishers. 

Krueger, R. A., & Casey, M. A. (2015). Focus group interviewing. In K.E. Newcomer, H. P. Hatry, & J. S. Wholey (Eds.). Handbook of practical program evaluation (4th ed.). Wiley. 

Kumar, R. (2019). Research methodology: A step-by-step guide for beginners (5th ed.). Sage Publications Ltd. 

Kumari, S., Kaur, S., & Dhakar, J. (2017). A pilot study to assess validity and reliability of newly developed -Clininical Competence Self Assessment Tool (CCSAT). Santosh University Journal of Health Sciences, 33(2), 61-64. https://doi.org/10.18231/2455-1732.2017.0019 

Kurt, S. (2020, July). Andragogy Theory of Adult Learning-Malcolm Knowles. https://educationaltechnology.net/andragogy-theory-malcolm-knowles/ 

LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing. Cognitive Psychology, 6 (2), 293-332. 

Levine, A. (2006). Educating school teachers. ERIC database. (ED504144). https://eric.ed.gov/?id=ED504144 

Lewis, M., & Ellis, S. (2006). Phonics practice, research and policy. Paul Chapman Publishing. 

Litchield, K. A., & Kelley H. M. (2011), Phonemic reading skills. In S. Goldstein, & J.A. Naglieri (Eds.), Encyclopedia of children behavior and development (pp.1086). Springer. https://doi.org/10.1007/978-0-387-79061-9_2142 

Li, Y. X. (2019). A Complementary study of phonics and phonetic symbols in teaching primary English (Master‘s thesis, Jilin International Studies University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=37&CurRec=4&DbCode=CMFD&dbname=CMFD201902&filename=1019146990.nh 

Li, H. D. (2015). An experimental study of the impact of THRASS (A Systematic Phonics Learning Program) on elementary school students in China (Master thesis, Hangzhou Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=41&CurRec=1&DbCode=CMFD&dbname=CMFD201601&filename=1015446433.nh 

Liu, C. (2019). A study on the application of phonics to English vocabulary teaching in junior high school (Master‘s thesis, Yili Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=10&CurRec=432&DbCode=CMFD&dbname=CMFD201902&filename=1019099686.nh 

Liu, G. C. (2019). The effectiveness of phonics instruction in English vocabulary teaching at primary schools (Master‘s thesis, Yunnan Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=44&CurRec=2&DbCode=CMFD&dbname=CMFD202001&filename=1019922974.nh 

Liu, R. H. (2021). Research on the post admittance mechanism of primary and secondary school teachers in China (Master‘s thesis, Shenyang Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=4&CurRec=1&DbCode=CMFD&dbname=CMFDTEMP&filename=1021600127.nh 

Long, Y. H. (2019). On the current situation and countermeasures of applying phonics to English teaching of rural middle schools-Take Jiujiang Middle School of Shuangliu District in Chengdu for example (Master‘s thesis, Sichuan Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=25&CurRec=6&DbCode=CMFD&dbname=CMFD202001&filename=1020015165.nh 

Lyon, A., & Moore, P. (2003). Sound system: Explicit, systematic phonics in early literacy contexts. Stephen House Publisher. 

Macalister, J. & Nation, I. S. P., & (2020). Language Curriculum Design (2nd ed.). Routledge. 

Macy, S., & Lambert, C. M. (2011). Phonics. In S. Goldstein & J. A. Naglieri (Eds.), Encyclopedia of child behavior and development (pp.1089-1090). Springer. https://doi.org/10.1007/978-0-387-79061-9_2143 

Manchester Metropolitan University. (2015). PGCE phonics and early reading training and professional training. Faculty of Education. https://www.mmu.ac.uk/media/mmuacuk/content/documents/primary-teacher-education/partnership/2015-16/school-based-training-documents/pgce/Teaching-Phonics-PGCE.pdf 

Martella, R. C., Nelson, J. R., Morgan, R. L., & Marchand-Martella, N.E. (2013). Undertanding and interpreting educational research. The Guilford Press. 

Martin, F. (2011). Instructional design and the importance of instructional alignment. Community College Journal of Research and Practice, 35(12), 955-972. http: //doi.org/10.1080/10668920802466483. 

Mason, L. H. (2010). Literacy instruction for students with special needs. In P. Peterson, E. Baker & B. McGaw (Eds.). International encyclopedia of education (3rd ed., pp.759-766). Elsevier. 

McConnell, C., Conrad, B., & Uhrmacher, P.B. (2020). Lesson planning with purpose: Five approaches to curriculum design. Teachers College Press. 

McCoy, R. (2017). Phonics preparation in teacher education programs. The Kabod, 3(3), Article7.https://digitalcommons.liberty.edu/kabod/vol3/iss3/7 

McNamara, T. (2014). Language testing. Oxford University Press. 

Meeks, J. L., & Kemp. R. C. (2017). How well prepared are Australian pre-service teachers to teach early reading skills? Australian Journal of Teacher Education, 42(11),1-17.  https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3382&context=ajte 

Ministry of Education. (2011). English curriculum for compulsory education. Beijing Normal University Publishing Group. 

Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written Language. Annals of Dyslexia, 44(1), 81-102. https://doi.org/10.1007/BF02648156 

Moats, L. C. (1995). The missing foundation in teacher preparation. American Educator, 19(9), 43-51.https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.467.368&rep=rep1&type=pdf 

Moats, L. C. (2009). Knowledge foundations for teaching reading and spelling. Reading & Writing: An Interdisciplinary Journal, 22(4), 379–399. http://doi.org/10.1007/s11145-009-9162-1. 

Moats, L. C. (2014). What teachers don‘t know and why they are not learning it: Addressing the need for content and pedagogy in education. Australian Journal of Learning Difficulties, 19(2), 75-91.  http://doi.org/ 10.1080/19404158.2014.941093 

Morton, R. J. (2011). Phonological awareness and reading ability in children. Research Papers. Paper 94. http://opensiuc.lib.siu.edu/gs_rp/94 

Morrison, G. R., Ross, M. S., Morrison, R. J., & Kalman, H. K. (2019). Designing effective instruction (8th ed.). Wiley. 

Morrow, L. (2014). Literacy development in the early years: Helping children read and write. Pearson New International Edition (7th ed.). Pearson Education Limited. 

Nafiah, U. (2020). Developing English modules with integrated Islamic values and Jambi local wisdom. Studies in English Language and Education, 7(1), 96-112. http://doi.org/10.24815/siele.v7il.15138 

Nasir, C., Gani, S. A., & Haqqini, D. (2019). Group investigation technique for better reading comprehension skill. Studies in English Language and Education, 6(2), 251-261. http://www.jurnal.unsyiah.ac.id/SiELE/article/download/13619/11114 

Nazir, F. B. (2018). Stimulus-response theory: a case study in the teaching and learning of Malay language among year 1 pupils. The Journal of Social Science Research, 4(10), 153-157. http://doi.org/10.32861/journal.7.2018.410.153.157 

National Reading Panel. (2000). Report of the national reading panel: Teaching children to read. (U.S.). https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf 

NSW Department of Education and Training Learning and Development. (2009). Literacy teaching guide: Phonics. https://newcastleearlycareerteachers.files.wordpress.com/2013/02/guide_phonics.pdf 

Nunn, S., Quach, R.S., Schaefer, V., & Jonas, D. (2019). Evidence-based practices for teaching phonological and phonemic awareness. Regional Education Laboratory.https://ies.ed.gov/ncee/edlabs/regions/appalachia/blogs/pdf/CoachingMemo_508.pdf 

Oducado, R. M. F. (2020). Survey Instrument Validation Rating Scale. http://dx.doi.org/102139/ssrn.3789575 

Pan, Y. (2011). Characteristics of Mandarin-Speaking students’ English phonological awareness development and its correlation with reading (Doctoral dissertation, Northeast Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=5&CurRec=1&DbCode=CDFD&dbname=CDFD1214&filename=1012292911.nh 

Papp, S. (2020). Phonics and literacy instruction for young learners in EFL. Part of the Cambridge papers in ELT series. Cambridge University Press.https://www.cambridge.org/hu/files/8915/8687/2095/CambridgePapers_In_ELT-Phonics__Literacy_minipaper_ONLINE.pdf 

Parker, S. (2019). Synthetic phonics: What it is and what it is not. Bulletin Learning Difficulties Australia, 51(2&3).17-20. https://www.ldaustralia.org/Parker%20on%20Synthetic%20Phonics,%20LDA%20Bulletin,%20Vol%2051,%20Nos%202%20and%203,%20Summer%202019.pdf 

Parker, S. (2019, March 13). A brief history of reading instruction. https://www.parkerphonics.com/post/a-brief-history-of-reading-instruction 

Pearson, P. D., & Kamil, M. L. (1979). Basic process and instructional practices in teaching reading. New York University Education Quarterly. 10(2), 9-16. 

Piasta, S. B., Connor, C. M., Fishman, B. J., & Morrison, F. J. (2009). Teachers‘ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13(3), 224-248.https://doi.org/10.1080/10888430902851364  

Phipps, B. (2011). A Study of Phonics Instruction: Teaching Phonics Dance to At-Risk Elementary Students to Improve Decoding Skills.Centennial Library. 

Piskurich, G. M. (2015). Rapid Instructional Design: Learning ID fast and right (3rd ed.). Wiley. 

Price, M. S. (2015). The teaching of explicit phonics effects on kindergarten reading readiness scores (Doctoral dissertation). https://core.ac.uk/download/pdf/58826224.pdf 

Purwanto, N. (2009). The principles and techniques of teaching evaluation. Remaja Rosda Karya. 

Qin, X. B. (2019). English. Hu Nan Education Press & Shan Dong Education Press. 

Redondo, M. (1997). Reading Models in Foreign Language Teaching. Revista Alicantina de Estudios Inglese,10 (1997), 139-161.https://rua.ua.es/dspace/bitstream/10045/6000/1/RAEI_10_11.pdf 

Ren, L. (2020), Discuss the importance of phonetic teaching in primary school English teaching. Little Learner Magazine, 3(2), 94-94. 

Ren, Y. X. (2019). A study on the application of phonics to English vocabulary teaching in primary school (Master thesis, Guizhou Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=4&CurRec=1&DbCode=CMFD&dbname=CMFD201902&filename=1019860613.nh 

Reutzel, D. R., & Cooter, R. B. (2009). The essentials of teaching children to read: What every teacher should know! (2nd ed.). Allyn and Bacon Publishing Company. 

Reyolds, J-E. (2018, May). Implication of learning theories on instructional design. https://elearningindustry.com/learning-theories-instructional-design-implications 

Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central and backwards design. RELC Journal, 44(1), 5-33. 

Richey, R. C., & Klein, J. D. (2005). Developmental research methods: Creating knowledge from instructional design and development practice. Journal of Computing in Higher Education, 16(2), 23-38.https://doi.org/10.1007/BF02961473 

Richey, R. C., Klein, J. D., & Nelson, W. A. (2004). Developmental research: Studies of instructional design and development. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp.1099–1130). Lawrence Erlbaum Associates Publishers.  

Robinson, J. M. (2018). Evaluation of teaching methods to improve reading performance of English language learners. Advancement of Educational Research International. 12(1), 25-33. https://eric.ed.gov/?id=EJ1209451 

Rose, J. (2006). Independent review of the teaching of early reading. Department for Education and Skills. https://dera.ioe.ac.uk/5551/2/report.pdf 

Rothwell, W., Benscoter, B., & King, M. (2016). Mastering the instructional design process (5th ed.). Wiley. 

Salinger, T., Mueller, L., Song, M., Jin, Y., Zmach, C., Toplitz, M., Partridge, M., & Bickford, A. (2010). Study of teacher preparation in early reading instruction (NCEE2010-4036). Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/pubs/20104036/pdf/20104036.pdf 

Schunk, D. H. (2020). Learning theories: An educational perspective (8th ed.). Pearson. 

Seel, N. M., Lehmann, T., Blumschein, P., & Podolskiy, O. A. (2017). Instructional design for learning: Theoretical foundations. Sense Publisher. 

Senior, A. T. (2013). Whole language and phonics: Which instructional practices are most effective in teaching at-risk students to read? (Master thesis). https://mro.massey.ac.nz/bitstream/handle/10179/5164/02_whole.pdf?sequence=2&isAllowed=y 

Sivakumar, P., & Dihanaraj, P. P. (2017, Feb 2). Theories of learning and its educational implications.https://tntess.blogspot.com/2017/02/theories-of-learning-and-its.html 

Shanahan, T. (2005). Reports from subgroups, teaching children to read, an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Learning Point Associates. http://files.eric.ed.gov/fulltext/ED489535.pdf 

Shanahan, T. (2018,). Which is best? Analytic or synthetic phonics? https://www.readingrockets.org/blogs/shanahan-literacy/which-best-analytic-or-synthetic-phonics 

Shen, P. (2016). Skills for words memorization in primary schools. Western China Quality Education, 22 (2), 298.http://doi.org/10.16681/j.cnki.wcqe.201622241 

Shi, J. P. (2018). English. Shanghai Education Publishing House. 

Shulman, S. L. (1986). Those who understand: Knowledge growth. Teaching Educational Researcher, 15(2), 4-14. http://www.jstor.org/stable/1175860 

Shulman, S. L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. https://people.ucsc.edu/~ktellez/shulman.pdf 

Smith, T. (2014). Methods and modes of learning. Salem Press Inc. 

Song, L. M. (1991). Education measurement. Middle China Press. 

Spear-Swerling, L, Brucker, P. O., & Alfano, M. P. (2005). Teachers‘ literacy related knowledge and self-perceptions in relation to preparation and experience. Annals of Dyslexia, 55(2), 266–296. https://doi.org/10.1007/s11881-005-0014-7 

Spear-Swerling, L., & Brucker, P. O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54(2), 332–364. http://doi.org/10.1007/s11881-004-0016-x 

Sprague, C. (2014). Language learning and development. Salem Press Inc. 

Stanovich, K. E. (1993). Romance and reality: The Reading Teacher, 47 (4), 94.https://eric.ed.gov/?id=EJ477302 

Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundation &   new frontiers. Guilford Press 

Stuart, M. (1995). Recognizing printed words unlocks the door to reading: How do children find the key? In E. Funnell & M. Stuart (Eds.), Learning to Read: Psychology in the Classroom. Blackwell. 

Sun, X. N. (2019). A study on the application of phonics in vocabulary pronunciation and spelling teaching in Grade Two of juninor high school (Master‘s thesis, Shanxi Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=1&CurRec=5&DbCode=CMFD&dbname=CMFD202001&filename=1020007281.nh 

Suraprajit, P. (2019). Bottom-up vs top-down model: The perception of reading strategies among Thai university students. Journal of Language Teaching and Research, 10 (3), 454-460. http://dx.doi.org/10.17507/jltr.1003.07 

Surdyanto, A., & Kurniawan, W. (2020). Developing critical reading module using Integrated Learning Content and Language Approach. Studies in English Language and Education, 7(1), 154-169. http://doi.org/10.24815/siele.v7i1.15098 

Swanson, C. C. (2014). Phonics curriculum-based measurement: An initial study of reliability and validity (Doctoral dissertations), Alfred University, New York. ERIC database. (ED568998). https://eric.ed.gov/?id=ED568998 

Syamdianita., & Cahyono, B. Y. (2021). The EFL pre-service teachers‘ experiences and challenges in designing teaching materials using TPACK framework. Studies in English Language and Education, 8(2), 561-577. http://doi.org/10.24815/siele.v8i2.19202 

Tahir M. H. M., Shah, D. S. M., Shak, M. S. Y., Albakri, I. S. M. A., & Adnan, A. H. M. (2021). Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners. Studies in English Language and Education, 8(3), 1227-1247. http://doi.org/10.24815/siele.v8i3.19539 

Taylor, B. J., Branscombe, A. N., Burcham, G. J., Lan, L., Armstrong, S., Carr, A., & Martin, A. (2011), Beyond early literacy: A balanced approach to developing the whole child, Routledge. 

Tipton, L. (2018). Phonics-based interventions. In E. Braaten (Ed.), The SAGE encyclopedia of intellectual and developmental disorders (pp.1237-1239). Sage Publications. https://www.doi.org/10.4135/9781483392271.n383 

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Herron, J., & Lindamood, P. (2010). Computer assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches. Annals of Dyslexia, 60(1), 40–56. 

Wajiha, M., Alam, S., Hassan, U., Zafar, T., Butt, R., Konain, S., & Rizvi, M. (2017). Difficulty index, discrimination index and distractor efficiency in multiple choice questions. Annals of PIMS, 13(4), 310-315. 

Wahba, M. S. (2019). Report of training needs assessment (TNA). International Commission Irrigation and Drainage.https://www.icid.org/AFRWG_TNA_Report.pdf 

Wang, L. Y. (2018). The application of phonics to English phonetics teaching in primary school (Master‘s thesis, Fujian Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=2&CurRec=12&DbCode=CMFD&dbname=CMFD201902&filename=1019122784.nh 

Ward, T. (2012). Understanding teaching and learning as inseparable process. Common Ground Journal, 10 (1), 45-61. 

Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E.S. (2011). Teachers‘ knowledge of basic language concepts and dyslexia. Annals of Dyslexia, 17(2), 165-183. http://doi.org/10.1002/dys.426 

Washburn, E. K., Binks-Cantrell, E.S., Joshi, R.M., Martin-Chang, S., & Arrow, A.(2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of Dyslexia, 66(1), 7-26. http://link.springer.com/article/10.1007/s11881-015-0115-x 

Washburn, E. K., & Mulcahy, C. A. (2014). Expanding preservice teachers‘ knowledge of the English language: Recommendations for teacher educators. Reading and Writing Quarterly, 30 (4), 328–347.http://doi.org/10.1080/10573569.2013.819180 

Weegar. M. A. (2012). A comparison of two theories of learning-Behaviorism and   Constructivism as applied to face-to-face and online learning. E-Leader Manila. https://www.semanticscholar.org/paper/A-Comparison-of-Two-Theories-of-Learning-and-ivism-Weegar-Pacis/2cb0b3019f04cfbf790d0ed8fa39f603bcfa4f7e 

Wen, J. L. (2013). A case study of the effect of phonics approach on a young English beginner’s reading fluency (Master‘s thesis, Shenyang Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=4&CurRec=1&DbCode=CMFD&dbname=CMFD201502&filename=1015311057.nh 

Weber, C. (2013). RTI in the early grades: Intervention strategies for mathematics, literacy, behavior & fine-motor challenges. Solution Tree. 

Westerveld, M. F., & Barton, G. M. (2017). Enhancing phonological awareness and orthographic knowledge of preservice teachers: An intervention through online course work. Australian Journal of Teacher Education, 42(12), 98-111. http://ro.ecu.edu.au/ajte/vol42/iss12/6 

Winggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Association for Supervision and Curriculum Development. 

Williams, M. L. (2006). How to teach phonics. Hall and McCreary Company. 

Wu, S. (2018). SPSS and Statistical Thinking. Tsinghua University Press. 

Wu, Y. A. (2005). Towards a professional profile for effective university EFL teachers. Foreign Language Teaching and Research, 37(3), 199-202. https://wenku.baidu.com/view/bcc099cf5fbfc77da269b132.html 

Wulandari, B.A., & Hustarna. (2020). Need analysis stage in reconstructing syllabus and developing teaching materials for ORACY in academic context subject. International Journal of Language Education, 4(1), 141-149. https://dx.doi.org/10.26858/ijole.v4i2.11518. 

Xiao, X., & Bao, X. P. (2014). Discussion about ways to teach memorizing vocabularies to pupils. Education Teaching Forum, 47(11), 100-101. 

Xiong, Y. B. (2019). Systematic view of phonics in China and its feasibility discussion. Teaching Reference for Middle Schools, 2 (1), 32-33. 

Xu, F. (2002). Development and its relationship of children’s Chinese and English phonological awareness (Doctoral dissertation, Zhejiang University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=9&CurRec=4&DbCode=CDFD&dbname=CDFD9908&filename=2006044640.nh 

Yan, Y. W. (2018). A research on the problems and countermeasures of phonics in. primary school English teaching (Master thesis, Liaocheng University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=14&CurRec=1&DbCode=CMFD&dbname=CMFD201802&filename=1018824601.nh 

Yang, X. Y. (2019). English. Sichuan Education Publishing House. 

Yang, L. X., Wang, S.E., Chang, H.C., & S, J. (2019). Qualitative research in applied linguistics. Foreign Languages and Research Press. 

Zeng, X. (2016). On the reading-oriented application of phonics to primary English teaching for Higher-Grade pupils (Master‘s thesis, Hangzhou Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=3&CurRec=20&DbCode=CMFD&dbname=CMFD201602&filename=1016123854.nh 

Zhang, Z. F. (2013). Problems and countermeasures of English phonics instruction in elementary schools from the perspective of convergent teaching (Master thesis, Ningbo University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=28&CurRec=1&DbCode=CMFD&dbname=CMFD201402&filename=1014030855.nh 

Zhang, G. Q. (2019). Performance and influencing factors of pedagogical content knowledge of teachers in English reading teaching in elementary schools (Doctoral dissertation, Northeast Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=6&CurRec=1&DbCode=CDFD&dbname=CDFDLAST2019&filename=1019840278.nh 

Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. Human Brain Mapping. 30(7), 2197-2206. 

Zhang, Y. H. (2019). An empirical study on the introduction of primary school students’ English reading based on phonics (Master‘s thesis, Shandong Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=14&CurRec=3&DbCode=CMFD&dbname=CMFD201902&filename=1019118764.nh 

Zhao, J., Joshi, M. R., Dixon, Q.L., & Huang, L. (2015). Chinese EFL teachers‘ knowledge of basic language constructs and their self-perceived teaching abilities. Ann. Dyslexia, 66(1), 127-146. http://doi.org/ 10.1007/s11881-015-0110-2. 

Zhao, Z. Y. (2019). A Case study on primary school novice English teachers’ beliefs and practice about phonics instruction (Master‘s thesis, Sichuan Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=23&CurRec=1&DbCode=CMFD&dbname=CMFD202001&filename=1019096998.nh 

Zheng, F. F. (2016). The application of phonics to primary English vocabulary teaching for Higher-grade Students C (Master‘s thesis, Hangzhou Normal University). https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=3&CurRec=10&DbCode=CMFD&dbname=CMFD201602&filename=1016123855.nh 

Zhou, S. S. (2021). A study of the application of phonics on cultivating the ability of reading and spelling of English vocabulary in junior middle school (Master‘s thesis, Shanghai Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=4&CurRec=1&DbCode=CMFD&dbname=CMFD202102&filename=1021589957.nh 

Zhong, W. X. (2020). A Study on the application of phonics in primary school English vocabulary teaching (Master‘s thesis, Hunan Normal University).https://kns.cnki.net/KNS8/Detail?sfield=fn&QueryID=2&CurRec=1&DbCode=CMFD&dbname=CMFD201701&filename=1016085684.nh 

Zhong, B. & Kang, Y. (2021). Chinese EFL teachers‘ perception and practice of phonics instruction. Journal of Language Teaching and Research, 12(6), 990-999. http://doi.org/10.17507/jltr.1206.15. 

 

 

 

 

 

 

 

  

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)