intervention. The qualitative findings, exploring the learners' self-perceptions of their abilities, indicated that they felt more confident in their reading and in particular their spelling after the phonics work. The use of nonsense words gave learners a 'practice run' at decoding an unfamiliar word thus providing a strategy for spelling or reading an unknown word in a learners' everyday life. Phonics should be taught in such a manner as to give learners opportunity to practise their phonic skills with authentic resources for use in real-life contexts. Thus, I suggest, the dilemma of teaching a foundation, de-contextualised skill within a realistic contest of relevance to the learner may be resolved.
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