The Level of Phonemic Awareness of Grade I Pupils of Looc Elementary School: A Basis For A Reading Intervention Material

Abstract

INTRODUCTION

Phonemic awareness is the ability to identify, hear, and manipulate the individual sounds in spoken words. Manipulating the sounds in words includes blending, stretching, or otherwise changing words. (Partnership for Reading 2017). Teaching reading to Grade I pupils needed to be given focus since learning to read is a policy of No Child Left Behind. But in the course of teaching reading, most especially in English, there have been observed factors and phonemic awareness has been pinpointed to be one of them. In order to come up with a reading intervention material, the researcher analyze the situation in the Grade One class.

METHODS

The researcher used the descriptive method of research in her quest for determining the phonemic awareness of Grade I pupils. She was able to describe the true situation regarding the phonemic awareness of Grade I pupils which she aimed to improve using a proposed intervention material in reading.

RESULTS

The Grade 1 pupils of Looc Elementary School were either moderately aware or unaware of phonemes as important part of learning to read. The teachers found problems in teaching reading to pupils because of low level of phonemic awareness of pupils. A compilation of lessons as intervention material in phonemic awareness is proposed by the researcher.

DISCUSSIONS

The results demonstrate that teachers have to find ways to make Grade 1 pupils aware of the importance of phonemic awareness. They must also find instructional materials that will help Grade 1 pupils learn to read. The proposed compilation has to be used for Grade 1 pupils.