The Effect of Phonic Faces® on Decoding Accuracy in a Student with Reading Deficiencies

Overview

The purpose of this study was to determine whether the use of a unique alphabet called Phonic Faces® assists students with reading delays improve their decoding ability. The hypothesis was that the program Phonic Faces® will improve the child’s decoding ab ility. First, the participant took pretest probes to measure his existing decoding abilities. After taking the pretests, the subject started the intervention which took place 3 times a week over the course of about 5 weeks. He would open Zoom and read the training words presented on the screen by the experimenter. After the student read the word, the Phonic Faces® would pop up on the screen, and the experimenter would elaborate on how to pronounce the word. At the end of every session, the experimenter woul d administer a probe which had 10 vowel -consonant, 10 consonant -vowel- consonant, and 10 consonant-vowel-vowel-consonant words to the student that he had to decode. After the intervention was complete, the subject was administered a posttest. There was an increase in the subject’s VC and CVC scores throughout the intervention; this large gap between pretest and posttest scores for CVC shows that the increase in the student’s decoding ability was statistically significant. However, since the VC were initially at a higher skill level, growth was not seen as significant. Since the subject was unable to decode any words in the control group, CVVC, it can be said that the growth in the VC and CVC categories was caused by Phonics Faces®, improving the child’s decoding ability overall.

Competition history

• JSHS 2025 Category not listed

Resources

• National JSHS abstract book ↗

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