Using Audio Visual Activity to Develop the Letter Recognition among Kindergarten Learners S.Y. 2018-2019

Abstract

INTRODUCTION

Preschool students are preparing for kindergarten. The kindergarten curriculum is demanding. Students are expected to enter elementary school knowing many aspects related to language arts. The problem at the preschool level is that children need to master letter recognition and letter sounds in order to prepare them to learn how to read. Young preschool students are assessed at the beginning of the school year. They have social, emotional, and academic goals. A goal for all students is that they are able to recognize all letters of the alphabet by the end of the academic year. Students practice learning letters using various activities throughout the year. However, many times at the end of the year some students have not made sufficient progress in letter recognition and in preparation for pre reading activities in kindergarten. This reality led to my thinking about ways to expand my approaches to student learning. It is important for teachers to meet the needs of all of their students. Using audiovisual activity in the classroom is a tool that can help promote the development of early reading skills. Shifflet, Toledo and Mattoon, (2012) showed that by just introducing technology into a preschool classroom, the teachers observed the students increased their cooperation and collaboration skills with one another.

METHODS

After screening all the subjects, fifteen children ages 4-6 years old are qualified for the study. They were selected because they are struggling to remain on the same level of instruction as the others in the classroom. By introducing letter names and sounds that are frequently seen or heard by students. Teach letters and sounds by reviewing them at least three different times with the learners. Model letter names and sounds by demonstrating before allowing the learners to practice writing. Record additional strategies for instruction as needed. The study utilizes a mixed qualitative and quantitative research. Fifteen session were allotted for each learners. Recognizing numbers will be taught through audiovisual activity. Each lesson plan lasted for 30 minutes. The research will be held at Bagumbayan Elementary School, Santa Cruz, Laguna. The study will use interviews with parents in gathering information about the learner's response before and after the study conducted. Observation also conducted.

RESULTS

Data supports that using audiovisual activity in the preschool classroom is an engaging and motivating way to teach letter recognition. The pre and post-test scores showed an increase in student upper and lower case letter recognition skills. The results ofthe study support that using audiovisual activity may help increase preschool students letter recognition skills.

DISCUSSIONS

Using audiovisual activity increased preschool students' letter recognition skills. All students made progress in increasing letter recognition skills. The one student who made limited progress was recommended for further assessment as a result of particular special needs.

Many education experts believe children's preschool years are important to their educational development and preparation for success in school. The problem at the preschool level is that children need to master letter recognition and letter sounds in order to prepare them to learn how to read. The literature reveals that using technology before they enter kindergarten can be beneficial in developing students’ emergent literacy skills (Beschorner & Huchison, 2013) Preschool teachers work with students on letter recognition skills as a precusor to beginning reading skills typically taught in kindergarten. Letter recognition is one of the main goals; therefore, it is addressed in many ways. The question was to ascertain the effectiveness of using this Audio Visual Activity to teach letter recognition, as measured by student performance using a teacher designed test. Research points to Audio Visual Activity integration to enhance academic motivation. Research, in the school setting, points to increasing literacy achievement through using Audio Visual Activity, with children as young as four years old. The study will help show the effectiveness of preschool in preparing children to succeed throughout their academic careers and may prevent future academic failure. Alphabet recognition has been shown to be one of the strongest and most reliable predictors of reading ability and, on its own, letter name knowledge can be as effective as administering an entire reading test. In the study, the effect of preschool attendance on the letter name knowledge was both large and practically meaningful. Although alphabet recognition is just one part of a child's overall education, it plays an important, foundational role in developing reading skills. Kindergarten teachers should be able to differentiate their instruction in order to meet the needs of students who may