The Role of Phonics Instruction in Developing Early Reading Skills in Public Primary Schools in Ikungi District, Tanzania

Abstract

This study explores the role of phonics instruction on early reading skills in public primary schools in Ikungi District, Tanzania,  emphasizing the critical role it plays in fostering literacy among young learners. Phonics instruction, which teaches the relationship  between sounds and letters, has been shown to significantly improve reading fluency and comprehension, particularly in rural contexts  where educational resources are limited. To investigate this phenomenon, the study employs a qualitative methodology, utilizing  secondary data analysis from recent educational reports, peer-reviewed studies, and relevant literature on phonics instruction. This  approach allows for a comprehensive understanding of the effectiveness and challenges of phonics programs within the district. Despite  its effectiveness, challenges such as inadequate teacher training, a lack of phonics-based materials, and large class sizes hinder the  implementation of phonics programs. Findings indicate that systematic phonics instruction enhances letter-sound recognition and  reading fluency, particularly among struggling readers. To maximize these benefits, the study recommends comprehensive teacher  training, improved resource availability, and community engagement to support phonics instruction, ultimately contributing to better  literacy outcomes and academic success for students.