Sessions /
Phonology-Based Instruction for Pre-Literacy #683

Sun, Nov 22, 10:45-11:10 JST | Video Playback 18
You must log in to view sessions Elementary and Preschool Teaching Children Research-Oriented Short Presentation

Phonological awareness is considered a strong predictor of early literacy in English-speaking countries. However, does it have similar effects in a Japanese EFL context? This study explores the effectiveness of teaching phonological awareness explicitly to fourth graders in a public elementary school in Japan. The study was conducted for a year in the researcher’s homeroom class. The pre- and post-tests have shown interesting implications.

Naomi Watanabe

Naomi Watanabe

Higashi Elementary School, Tsukuba
I am a teacher working at an elementary school. I started my teaching career as a junior high school teacher and then moved to elementary school. I am interested in young learners' phonological awareness as I met some junior high students who were poor at English. For the past two years, I have studied about children's phonological awareness in the master program of Tsuda University.