Phoneme-grapheme mapping practice as a didactic reading strategy for efl fourth-grades learners

Abstract

This research project assessed the potential of applying Phoneme-Grapheme Mapping as a teaching strategy to enhance reading proficiency among fourth-grade students learning English as a foreign language (EFL). The study aimed to improve essential reading skills, including fluency, decoding, and comprehension, to support young learners' development of reading skills. This study used a qualitative research approach to explore teachers' perceptions and experiences regarding the phoneme-grapheme mapping technique. Eight English teachers were individually interviewed to gather information about their knowledge of the method presented. Analysis of teachers' perceptions identified both strengths and challenges in applying this approach in a foreign language context. Findings emerged that phoneme-grapheme mapping addressed specific reading difficulties and supported cognitive memory skills, offering a tool to improve literacy among EFL learners. This study contributed to a clearer understanding of effective reading strategies in EFL education, providing practical information for educators.