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Rethinking English Phonics Instruction for Early Childhood English Learners

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Title: Rethinking English Phonics Instruction for Early Childhood English Learners
Language: English
Authors: Linda Ventriglia-Navarrette (ORCID 0009-0003-3212-9052), Adam R. Moylan (ORCID 0000-0003-1773-9963)
Source: TESOL Journal. 2025 16(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Sponsoring Agency: Office of English Language Acquisition (OELA) (ED)
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Phonics, Reading Instruction, Early Childhood Education, Emergent Literacy, Literacy Education, Early Intervention, Kindergarten, English Learners, Oral Language, Vocabulary Development, Reading Skills, Phonology
DOI: 10.1002/tesj.70049
ISSN: 1056-7941
1949-3533
Abstract: Low reading proficiency rates, exacerbated by pandemic-interrupted learning, have made research-based solutions documented in the Science of Reading a top priority for all learners. Although the benefit of explicit, code-oriented instruction in early literacy development has been well researched for learners in general, there is considerably less evidence on best practices for teaching phonological skills to designated English learners (ELs). The present study on the RULE of 3 examined the effectiveness of a yearlong early literacy intervention based on Vygotskian social constructivism and the use of instructional mediators. The study focused on the premise that phonics instruction for kindergarten ELs should not be isolated but instead incorporated in the context of oral language and vocabulary development, where students both sound out words and make meaning. Results of the randomized controlled trial RCT showed students in the RULE of 3 intervention classrooms acquired greater phonological skills than peers receiving typical instruction ([eta-squared] = 0.49, a large effect size per Cohen's guidelines). The findings suggest that ELs can learn phonological skills as they acquire English as a second language when these phonics skills are connected to the language development constructs of oral language and vocabulary development.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481539
Database: ERIC
FullText Text:
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  Data: Rethinking English Phonics Instruction for Early Childhood English Learners
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  Data: <searchLink fieldCode="AR" term="%22Linda+Ventriglia-Navarrette%22">Linda Ventriglia-Navarrette</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-3212-9052">0009-0003-3212-9052</externalLink>)<br /><searchLink fieldCode="AR" term="%22Adam+R%2E+Moylan%22">Adam R. Moylan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1773-9963">0000-0003-1773-9963</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2025 16(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 12
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  Data: 2025
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  Data: Office of English Language Acquisition (OELA) (ED)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink>
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  Data: 10.1002/tesj.70049
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  Data: 1056-7941<br />1949-3533
– Name: Abstract
  Label: Abstract
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  Data: Low reading proficiency rates, exacerbated by pandemic-interrupted learning, have made research-based solutions documented in the Science of Reading a top priority for all learners. Although the benefit of explicit, code-oriented instruction in early literacy development has been well researched for learners in general, there is considerably less evidence on best practices for teaching phonological skills to designated English learners (ELs). The present study on the RULE of 3 examined the effectiveness of a yearlong early literacy intervention based on Vygotskian social constructivism and the use of instructional mediators. The study focused on the premise that phonics instruction for kindergarten ELs should not be isolated but instead incorporated in the context of oral language and vocabulary development, where students both sound out words and make meaning. Results of the randomized controlled trial RCT showed students in the RULE of 3 intervention classrooms acquired greater phonological skills than peers receiving typical instruction ([eta-squared] = 0.49, a large effect size per Cohen's guidelines). The findings suggest that ELs can learn phonological skills as they acquire English as a second language when these phonics skills are connected to the language development constructs of oral language and vocabulary development.
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      – SubjectFull: Early Intervention
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      – SubjectFull: English Learners
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