Role of Phonics Strategy on Readers Performance: A Case of Word Recognition and Letter Identification

Abstract

In this study, the role of phonics strategy on readers performance: a case of word recognition and letter
identification was examined. One research question guided the study and a null hypothesis was formulated
and tested. The sample comprised 174 Lower Basic 3 struggling readers located in six intact classes in 6
public schools using multi-stage sampling technique. Word Recognition Performance Test (WRPT) with
reliability coefficient of 0.88 was utilized for data collection. Mean and standard deviation were used to
answer the research question. Analysis of Covariance (ANCOVA) was used to test the hypothesis at 0.05
alpha level. Finding of the study revealed that there is no significant difference in the mean performance
scores of pupils exposed to phonics strategy and those exposed to letter identification strategy in word
recognition. This means that phonics and letter identification strategies could equally enhance struggling
pupils’ performance in word recognition. Based on this, it was recommended that colleges of education and
faculties of education in all Nigerian universities should expose teacher trainees to phonics and letter
identification strategies so that they in turn can teach word recognition effectively after graduation in order
to improve the country’s literacy level.