Abstract
This research study tends to focus upon the widespread significance of phonics instructions at Elementary level of studies, in which learners are, suppose to learn the sounds of English orthography from the beginning of their academic career. The study is grounded on theoretical framework of John Dewey theory of constructivism (1916). In the phonemic instruction, students explicitly learn the one to one relationship that exists between letters and their sounds. This knowledge beneficially helps in improving the prerequisite skills of learner’s particularly, the fluent reading abilities and accurate pronunciations capabilities. The present study is co-relational in nature as it tends to compare two teaching methodologies, the phonics instruction and teaching through orthographic representation. The study was conducted on two groups through purposive sampling technique, and the data was collected by applying reading of a certain paragraph from a similar library text on 20 students of grade two from two schools. The study enabled the researcher to explain the problems of inaccurate pronunciations and defected reading skills occurs because of the traditional method of teaching through English orthography, in which learners are not exposed to learn the sounds of English symbols in a words which directly characterized their defected skills. By the comparative analysis of two teaching methodologies, the study found that phonics instructions highly contributes in accurate, unambiguous and particularly fluent reading abilities and effective perfect pronunciation skills.

Aliya Ayub, Zainab Akram, Khalid Khurshid. (2017) Effectiveness of Phonetic Instructions in improving pronunciation Abilities and Reading Skills at Elementary Level: A Case Study of Primary Private School Students , Journal of Elementary Education, Volume-27, Issue-1.
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