Introduction of Phonological Awareness to Japanese Elementary School Students(2)The explicit instructions in syllable awareness and its achievement after a year

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The purpose of this study is to capture the general level of Japanese elementary school students’ English phonological awareness and to verify the effectiveness of the explicit instructions in phonological awareness.This is the second-year interim report of the evaluation over a three-year period which has been conducted on the students of a public elementary school in Japan. We have given phonological awareness instructions with both a pre-test (henceforth Test1) and a post-test (henceforth Test2) to students in the 2nd grade of 2015. Having compared the results of two tests, we confirmed thestudents’ remarkable growth and improvement through the instructions.(Murakami, Miyatani, and Cheang, 2017) In this study, we conducted the same test (henceforth Test3) in March, 2017 on the same students in order to measure how much they had retained the phonological awareness skills developed through 2015. The results showed the improvement in almost all tasks in Test3 as compared with Test1 and Test2. On the other hand, the scores of at-risk students (9% of the lowest) declined in Test3 as compared with Test2. We designed the phonological awareness instructions with various multisensory activities for the students in order to stimulate their awareness of internal structure of English words. The results of this study indicate that phonological awareness can be developed through instructions, retained and further enhanced, while the individual differences should be taken into consideration in the teaching methods and conditions.

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