Яшил иқтисодиёт ва тараққиёт 4-том 8-нөмір (2026) · 51-54-беттер
DEVELOPING ENGLISH READING COMPETENCE IN GRADES 1–2 PUPILSTHROUGH A SYNTHETIC PHONICS APPROACH: WORD READING, SPELLINGANDREADINGCOMPREHENSION
Xudoyorov, Lochinbek
Аңдатпа
This paper evaluates the ef icacy of a structured synthetic phonics curriculuminenhancingEnglish literacy skills among first and second-grade students in Uzbekistan's EFL environment. Utilizingaquasi-experimental framework, the research assesses how synthetic phonics influences three fundamental areas:wordrecognition, orthography, and reading comprehension. The study involved 60 primary students (ages 6–8) overa16-week period. Through standardized pre- and post-intervention assessments, the data revealedthat studentstaught via synthetic phonics achieved significantly higher improvements in all three domains comparedtopeersinstructed through traditional whole-language methods. The evidence suggests that implementingsystematicsynthetic phonics is a viable and ef ective strategy for early English literacy development withintheUzbekeducational context.
synthetic phonicsreading proficiencyword recognitionspellingreading comprehensionEFLprimary educationUzbekistanGrades 1–2, early literacy
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