August 23, 2025International Journal For Multidisciplinary Research

Effectiveness of Phonological-Based Instruction in the English reading context of class II students

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Significant improvement in reading scores was observed, with post-test scores averaging 73.71% compared to 42.51% pre-test scores.
The English Achievement Test assessed crucial reading areas, indicating measurable gains in student performance after the intervention.
A mixed-methods approach involving 52 Grade Two students compared experimental and control groups, emphasizing robust data collection methods.
Positive feedback from teachers suggests phonological-based instruction enhances reading abilities beyond traditional methods.

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Implication

Action research shows significant improvement in reading skills using phonological-based instruction in Grade Two, highlighting effective teaching methods.

Cite This Study

Munna Gurung (2025) studied this question.

synapsesocial.com/papers/68af799f7567bf4f94ff11b6 https://doi.org/10.36948/ijfmr.2025.v07i04.53960

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Implication

Action research shows significant improvement in reading skills using phonological-based instruction in Grade Two, highlighting effective teaching methods.

Effectiveness of Phonological-Based Instruction in the English reading context of class II students

Key Points

Discussion

Implication

Cite This Study

Effectiveness of Phonological-Based Instruction in the English reading context of class II students

Key Points

Discussion

Implication

Cite This Study

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Also Consider