Effect of Phonological and Phonetic Interventions on Proficiency in English Pronunciation and Oral Reading

<table class="table-group" id="tab33"><tr><td><table class="table"><tr><td class="thead-hr" colspan="4"><hr/></td></tr><tr class="thead"><td class="align_left" colspan="2">Week</td><td class="align_center"><i>N</i></td><td class="align_center">Mean rank</td></tr><tr><td class="thead-hr" colspan="4"><hr/></td></tr><tr><td class="align_left" rowspan="3">Reading fluency</td><td class="align_center">Week 1: initial</td><td class="align_center">32</td><td class="align_center">21.80</td></tr><tr><td class="align_center">Week 2: midterm</td><td class="align_center">32</td><td class="align_center">48.09</td></tr><tr><td class="align_center">Week 3: completion</td><td class="align_center">32</td><td class="align_center">75.61</td></tr><tr class="table-tr"><td colspan="4"><hr class="tbody-hr"/></td></tr></table></td></tr></table>

<div>Kruskal–Wallis: reading fluency (words correct per minute) by week: ranks.</div>

Education Research International

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Table 33

Table 33: Effect of Phonological and Phonetic Interventions on Proficiency in English Pronunciation and Oral Reading 