This study investigated the efficacy of Jolly Phonics Instructional Strategy on the writing ability of junior primary pupils’ in Uyo Senatorial District. In this study two variables were considered which constitute the basic skills of Jolly Phonics Instructional Strategy. The two variables considered were blending of letter sounds (for reading) and identification of letter sounds in words (for writing). Sample sizes of 169 pupils obtained from four public primary schools in Uyo Senatorial District were used. Non-randomized pre-test- post-test control group research design was used for the study. The instrument used for data collection was Children Reading Activity Test (CRAT). The analysis of Covariance was used to analyse the data. The results obtained from the study at 0.05 level significance showed that blending of letter sounds (for reading) and identification of letter sounds in words (for writing) had significant effects on the writing ability of junior primary pupils in Uyo Senatorial District. Recommendations were made.
Keywords: Jolly Phonics, Junior primary, Efficacy, Uyo Senatorial District.