Exploring the Views of Spanish Pre-Service Teachers on Phonics From a Quantitative Research Perspective
DOI:
https://doi.org/10.15823/p.2024.155.10Keywords:
synthetic phonics, decodables, pronunciation, Primary, Pre-primary, literacyAbstract
English is especially demanding for Spanish speakers due to the greater number of sounds, the complex letter-sound relationship, and prosodic features. English phonics programmes may offer clearer, more comprehensive instruction. 84 pre-service teachers completed a questionnaire on the use of phonics in Spanish EFL preschool and primary classrooms. Results show that specific training is needed, not all participants favour this method, and a more eclectic approach to early literacy is advocated.
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Copyright (c) 2024 Javier Fernández-Molina
This work is licensed under a Creative Commons Attribution 4.0 International License.