THE ROLE OF CVC PHONICS INSTRUCTION IN BUILDING FOUNDATIONAL READING SKILLS AMONG YOUNG EFL LEARNERS

Developing early reading skills in English as a Foreign Language (EFL) contexts presents considerable challenges due to learners’ limited exposure to authentic language input. One of the most effective ways to address these challenges is systematic phonics instruction that explicitly teaches sound–letter relationships. This study investigates the role of consonant–vowel–consonant (CVC) phonics instruction in building foundational reading skills among young EFL learners. The research is based on a structured, synthetic phonics model emphasizing short vowel instruction, blending, segmenting, and mastery-based progression. The instructional model was implemented with preschool and early primary learners and supported by multisensory teaching techniques and planned repetition. The results indicate improvements in decoding accuracy, phonemic awareness, and reading confidence. The findings suggest that CVC phonics instruction provides a strong foundation for early reading development in EFL classrooms and supports the transition from emergent literacy to independent reading.