Influence of using Phonics method of teaching reading and writing among pupils in Lower Basic Schools in Orumba South Local Government Area of Anambra State

Abstract

This study investigated the influence of using phonics method of teaching reading and writing among pupils in lower basic schools in Orumba South Local Government Area of Anambra State. Four research questions were formulated for this study. The total population of the study was four hundred and nine (409) teachers in the forty-three (43) government owned basic schools. Simple random sampling techniques was used to select one hundred and eighty- three (183) teachers in the lower basic classes. From the research questions, twenty-four (24) questionnaire items were drawn. Copies of the questionnaire were administered to all respondents and the data collected were analyzed using mean score. Based on the analysis, it was discovered that inadequate teacher programmes, limited instructional resources, pupils struggling to connect phonic sounds with written letters, lack of skills in phonics on the part of parents, teachers’ lack of knowledge, and lack of adequate practice on phonics skills by the pupils are some of the common causes of failure in phonics instruction. Furthermore, it was noted that phonics method of teaching influences reading and writing by making the pupils to easily decode words, build spelling accuracy, develop reading fluency, improve confidence in reading and writing, improve vocabulary development and reduce reading difficulties. Some of the strategies used in teaching of phonics in Orumba South lower basic schools includes, phonetic rhymes and music, small group interventions and the synthetic and analytic approaches.