1. Effectiveness of Phonetic instructions in improving Pronunciation abilities and reading skills By Tayyaba Hussain & Zainab Akram Sardar Bahadur Khan Womens University, Quetta Paper ID: 50

2. Abstract
This research entitled as an instruction given in phonemic sounds proves beneficial in improving learner’s reading skills and pronunciation abilities better than orthographic representations, this research study tends to focus upon the widespread significance of phonics instructions at primary level of studies, in which learners are, suppose to learn the sounds of English orthography right from the beginning of their academic career.
In this phonemic instruction student explicit learns the one to one relationship that exists between letters and its sounds. By comparative analysis of two teaching methodologies in this research study it has been proved that phonics instructions highly contributes in accurate, unambiguous and particularly fluent reading abilities and effective perfect pronunciation skills. This is grounded on theoretical framework of John Dewey theory of constructivism stating the phenomena of how do people learn.
Through comparing two different methodologies of teachings researcher finds out that the learners who have learnt through phonemic sounds proves to be better readers and students with firm pronunciation abilities.

3. Introduction
English language occupies an eminent place in Pakistan, particularly since the language is declared as an official language of Pakistan, keeping the eminence in view it is noted that in past few years’ Pakistani learners encountered many hardships in acquiring proficiency in English language, by which they lack the self-esteem to communicate in English language.
Phonic teaching method is a method for teaching English sounds that develops phonemic awareness in the learners to enhance their capacity to recognize the sounds that given word present, and to manipulate the phonemes and to distinguish among the phonemes which enhance their reading skill and pronunciation.
In Pakistan teaching through phonic technique is used only in some specific educational institute which causes most of Pakistani learner to remain unaware from the sounds that graphemes present which results in lack of proficiency in English language

4. Statement of problem
This study tends to focus on how phonic awareness at junior level of studies can aid learner in gaining proficiency in English language particularly improvement over pronunciation and reading skills rather teaching through the traditional technique of graphemes, this research sets to highlight the benefits from phonic teaching that pupil have throughout their academic career.

5. Hypothesis
For children effective pronunciation and building up strong reading skills phonic awareness among students is significant than orthographic representations
Objectives
To compare the effectiveness in pronunciation and reading skills that is improved through instructions given from phonic training rather from alphabet technique of training to learners at pre junior level.
To identify how the approach of phonics instruction have potential impact in pupils reading skills and pronunciation rather teaching through approach of alphabet teaching.
To highlight how teaching of sounds of letter help students to pronounce and read words more accurately

6. Mode of inquiry
The quantitative approach of research is used to investigate the solution for research problems. As it collects data from two different academies one applying alphabet training (Teaching through graphemes) and other applying phonemic method of teaching (teaching of sounds of English symbol) that is analyzed and conclusions is based on reasons (rationale).
Design of study
The research highlights the two teaching methodologies phonemic knowledge and knowledge through graphemes, and explains that teaching through phonic method can play a finer role in advancement in English language instead of alphabet teaching training; therefore it tend to compare the two teaching techniques thereby, the kind of research that is followed is co-relational in nature as it tends to compare two distinct technique of teaching, and explains phonic teaching is better in gaining proficiency over reading skills and pronunciation in English language comparatively teaching through graphemes.

7. Theoretical framework of this research study is based on theory of constructivism presented by John Dewey (1916) in book progressive model for teaching and learning. This theory is based on observation and scientific study- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.
Population
The population of the study implicates upon pre-junior level learners from two contrary institutes, one intuition applying the former structure of alphabet teaching (teaching through graphemes) named as Zeb public model school and other applying phonemic teaching techniques named as Lahore grammar school.

8. Data analysis
For analysis of data researcher relied upon making two distinct groups applying the distinct teaching methodologies, each group sample learners given with the same list consisting on 10 different words. Pronunciation of each student is deeply observed and the exact pronunciation of words by the learners from each group will be recorded. The pronunciation of words from both the sample groups’ students will be analyzed comparatively thereby results and finding will be suggested out keeping the skills proficiency in mind.

9. For the collection of purposed research topic two group were created each comprises upon five members, group-A were the students who have acquire phonemic knowledge in their primary grades they have learnt the phonic knowledge since their initial grades whereas, group-B also have five members but they have learnt through orthography of English they were the learners who never had a knowledge of sounds of English symbols.
For the proposed of data collection list of such words were created which predominantly represents the non existing relationship between sound and word.
As the two different schools with different teaching methodologies for example phonics knowledge and other relied upon teaching through orthography representation, were the selected population for topic under investigation.

10. Macaw Often Ogre Euphony Lambaste Twiddle Scruffy Esophagus Gecko
The presented words list:
Macaw
Often
Ogre
Euphony
Lambaste
Twiddle
Scruffy
Esophagus
Gecko
Echidna

11. Results /findings
Researcher relied upon findings of analyzed words of list through the finding out the average percentage phenomena. The average percentage of sample learners from group-A were 78% in general. Generally 78% of students who have learn phonemic knowledge, read out the words appropriately, quickly as well as fluently from group-A. They have learnt the correspondence, and the explicit relationship that exists between the letters and sounds. The knowledge of sounds of alphabetic undoubtedly enhances learner’s potency in reading abilities as well as highly helps them in their strong spelling skills, which universally help them in their academic career as well as help them in their communication skills in a target language.

12. Through the list of words that expresses the non existing relationship between words and sounds researcher find out the percentage of good reading skill and efficient pronunciation comparatively between two groups.
The figure out percentage was of learners is 78 percent from group A who have phonics knowledge in pronounce a word in an accurate manner with proficient fluency whereas only 40 percentage is figured out from group B f students who were able to pronounce given word accurately, which characterized their bad reading skills and mispronunciation in reading words among student who never have learnt the knowledge of phonics sounds. Hence proving that knowledge of sounds of English alphabet is prerequisite in having fluency in reading and effectiveness in pronunciation.

13. Conclusion
This research study is been concluded by depicting the effectiveness of phonetic sounds over orthographic representation as it provides the better insight of a one to one relationship between sound and its letter.
It doesn’t only give insight of relationship between sound and letter but also provides students the knowledge of voiced letters and silent letters in a particular given words. This phonics gives the knowledge is profoundly required in pronouncing words in an accurate manners.
Undoubtedly through knowing the relationship between sound and words reading of learners tends to be more fluent smooth and easy just as of natives, whereas pupils without knowledge of phonics sounds remained confused in pronouncing some specific sounds of English alphabets

14. Recommendations
Researcher recommended that this phonemic knowledge must be a part of learner primary stages of learning so that they develop their established skills right from the beginnings that will definitely aid them in their higher grades when they will encounter bit unfamiliar text.

15. References
Dewey, J. (1916). Democracy and education. New York, NY: MacMillan & Co. 
Dewey, J. (1933) how we think: A restatement of the relation of reflective thinking to the educative process. Boston: D. C. Heath.
Goswami, U. (1986). Children's use of analogy to read: A developmental study. Journal of Experimental Psychology, 42,
Wagner, R. K., & Torgeson, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101,