Perception on Fuller Phonics Techniques on Reading Ability and Proficiency Among Key Stage I Learners

The data reveal a strong positive correlation between learners' self-perception of their reading ability and their actual reading proficiency when using Fuller Phonics Techniques (FPT). Learners who view themselves as fluent readers tend to perform well in reading, and their self-assessments in areas such as vocabulary, comprehension, phonological awareness, and phonetic abilities are generally in line with their actual performance. Although phonemic awareness shows the weakest correlation, it still reveals a meaningful connection. Overall, these results emphasize the role of learners' confidence in their reading skills, further supporting the effectiveness of FPT in promoting reading development. Consequently, the null hypothesis is rejected. The study confirms the existence of a strong positive relationship between learners' self-perception of their reading abilities and their actual proficiency using Fuller Phonics Techniques (FPT). Confidence plays a crucial role in reading success, reinforcing the effectiveness of FPT in fostering key literacy skills. Despite a weaker correlation in phonemic awareness, the overall results highlight the importance of nurturing self-belief in learners. Therefore, the null hypothesis is rejected, confirming the positive impact of FPT on reading development. Future research could explore the long-term effects of Fuller Phonics Techniques (FPT) on literacy development, particularly in improving comprehension and critical thinking skills. Investigating the effectiveness of self-assessment strategies and confidence-building techniques in phonics instruction could offer valuable insights. Additionally, comparative studies between FPT and other reading approaches may help refine best practices for optimizing reading proficient.