Effects of Phonological Awareness Instruction on Reading Acquisition of the English Language in Lebanese Private Schools

The current study examined the effects of phonological awareness instruction on children’s reading achievement in Lebanese private schools at the preschool level. In addition to phonemic awareness, two variables - rhyme and letter-sound knowledge, were included to ascertain if a relationship exists between rhyme and letter-sound knowledge to phonological awareness and its importance in achieving a higher level of literacy development. The target sample was the preschool level in the Lebanese private school (ages 4, 5 & 6). The instrument used to collect data was a 35-item assessment test. One-hundred and eighteen children were assessed in Kindergarten II from three different schools which implement diverse instructional methods in learning a second language (English). Results showed a significant difference between the average scores of children receiving the two instructional methods; phonological awareness and letter-sound knowledge, and the average scores of children who only received letter-sound knowledge and/or rhyme instruction. No evidence was found for a significant difference between children who received rhyme and letter-sound knowledge instruction and children who only received letter-sound instruction.