Exploring the Views of Spanish Pre-Service Teachers on Phonics From a Quantitative Research Perspective

Authors

  • Javier Fernández-Molina University of Alicante, Spain

DOI:

https://doi.org/10.15823/p.2024.155.10

Keywords:

synthetic phonics, decodables, pronunciation, Primary, Pre-primary, literacy

Abstract

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.

Author Biography

Javier Fernández-Molina, University of Alicante, Spain

https://cvnet.cpd.ua.es/curriculum-breve/en/fernandez-molina-javier/52071

Javier is is currently Assistant Professor in the Department of Innovation and Didactic Training (DIFD) of the Faculty of Education, teaching subjects in the Degree in Early Childhood Education and in the Degree in Primary Education. 

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Published

2024-11-18

How to Cite

Fernández-Molina, J. (2024). Exploring the Views of Spanish Pre-Service Teachers on Phonics From a Quantitative Research Perspective. Pedagogy / Pedagogika, 155(3), 195–212. https://doi.org/10.15823/p.2024.155.10