The Impact of Using Jolly Phonics Instructions to Increase Reading Fluency Among 1st Grade Students at International Schools in Benghazi, Libya

Zahya Elhawaz; Jinan Alashhab

doi:10.36602/faj.2026.n21.17

Authors

Zahya Elhawaz University of Benghazi, Faculty of Languages, department of Applied Linguistics, Libya
Jinan Alashhab University of Benghazi, Faculty of Languages, department of English, Libya

DOI:

https://doi.org/10.36602/faj.2026.n21.17

Keywords:

fluency English , Jolly Phonics, early literacy, reading skills

Abstract

Reading fluency is a crucial indicator for mastering reading skills at early stages of second language acquisition. The current study aims to investigate the impact of using explicit instructional methods of reading fluency to young learners who are classified as second language learners. This method is Jolly Phonics that aims to teach sounds to help learners decode English words easily. Data was collected from international schools in Benghazi, Libya where English is the medium of instructions. The target population consisted of 1^st grade students who are enrolled in one of the international schools in Benghazi, Libya (n = 51). DIBELS 8^thedition was used as the instrument of measurement. A quasi-experimental research design was used. A pre-test was administered prior to the intervention, followed by a post-test to assess the impact of the explicit instruction on the students. The data was analyzed using independent t-test statistics. The results revealed that there was a positive impact on increasing fluency levels among 1^st grade students when they were explicitly taught the sound system of the language (t (49) = -4.77, p < .001). The study contributed to the field of teaching English as a second language by highlighting methods of improving reading fluency among young learners.

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