THE ROLE OF CVC PHONICS INSTRUCTION IN BUILDING FOUNDATIONAL READING SKILLS AMONG YOUNG EFL LEARNERS

Authors

  • Nafisa Ortiqova English language teacher at General Secondary School No. 29, Uchko‘prik District, Fergana Region

Keywords:

CVC phonics, early literacy, EFL learners, decoding skills, phonics instruction, reading development

Abstract

Developing early reading skills in English as a Foreign Language (EFL) contexts presents considerable challenges due to learners’ limited exposure to authentic language input. One of the most effective ways to address these challenges is systematic phonics instruction that explicitly teaches sound–letter relationships. This study investigates the role of consonant–vowel–consonant (CVC) phonics instruction in building foundational reading skills among young EFL learners. The research is based on a structured, synthetic phonics model emphasizing short vowel instruction, blending, segmenting, and mastery-based progression. The instructional model was implemented with preschool and early primary learners and supported by multisensory teaching techniques and planned repetition. The results indicate improvements in decoding accuracy, phonemic awareness, and reading confidence. The findings suggest that CVC phonics instruction provides a strong foundation for early reading development in EFL classrooms and supports the transition from emergent literacy to independent reading.

Downloads

Download data is not yet available.

References

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393–447.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.

Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. National Academy Press.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.

Downloads

Published

2026-02-10

How to Cite

Nafisa Ortiqova. (2026). THE ROLE OF CVC PHONICS INSTRUCTION IN BUILDING FOUNDATIONAL READING SKILLS AMONG YOUNG EFL LEARNERS. Journal of Applied Science and Social Science, 16(02), 388–390. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/3234

Issue

Vol. 16 No. 02 (2026): Volume 16 Issue 02

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All content published in the Journal of Applied Science and Social Science (JASSS) is protected by copyright. Authors retain the copyright to their work, and grant JASSS the right to publish the work under a Creative Commons Attribution License (CC BY). This license allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the author(s) for the original creation.