Applying jolly phonics approach to improve grade 1 students` English reading skill in a public school in Gilgit

Date of Award

2025

Degree Type

Dissertation

Degree Name

Master of Philosophy in Education (MPhil Ed.)

First Advisor

Dr Nasima Syed Shakeel Ahmed Jan

Department

Institute for Educational Development, Karachi

Abstract

The first eight years are considered a critical stage for linguistic, cognitive, emotional, physical, and social. Despite the significance, evidence shows that in developing countries, including Pakistan, nearly 70 % of children by the age of ten cannot read age-appropriate sentences. Thus, this study aims to explore how Jolly Phonics helps to improve the English reading skills of children aged 7-8 and to identify the challenges in the context of Gilgit-Baltistan. A qualitative action research study was carried out in a school in Gilgit-Baltistan. Kemmis et al., (2014) model was adapted to carry out this study. This model is a revised version of Lewin’s (1993) cyclical model. The entire Grade 1 class (N= 23) was selected for the study, but only six were closely observed, and pre-and post-tests were conducted with these six students. The study comprised three phases. The first was the pre-action phase, in which existing literacy practices, teachers' perceptions, and students' reading levels were explored. The second phase was the action phase, which consisted of three cycles of twenty-one lessons, during which I taught all 42 sounds. The final phase was the post-intervention phase, during which teachers' perceptions and students' reading levels were re-evaluated. The data were collected through classroom observation, semi-structured interview, pre-post test, fieldnotes, reflection, and analysed through manual coding. The study findings revealed that the Jolly Phonics method has significantly improved students' reading skills. It helps with students' phonological and phonemic awareness, blending, and decoding skills. Students enjoy learning through action, songs, and hands-on activities; however, the key challenges are a lack of resources and inadequate teacher training. Teachers are recommended to take training in phonics, particularly Jolly Phonics.

First Page

1

Last Page

106

This document is available in the relevant AKU library.

Share

COinS