The Efficacy of Audio Visual Materials in Teaching Consonant Sounds

Abstract

INTRODUCTION

Reading is taught daily with large blocks of uninterrupted time devoted to reading instruction. A wide variety of reading materials provides access for all students to increase reading comprehension skills, including recalling, sequencing, summarizing, making inferences, predicting, and drawing conclusions. Differentiated instruction, multiple opportunities for reading, and integrating reading across the curricula are all important strategies for teaching reading. Teacher quality, considered of utmost importance, is enhanced through professional development opportunities that emphasize research-based reading instruction

.Audio-visual aids in form of pictures and video as technology in teaching can help students understand the context in language use itself; it also makes students happy to learn language. The using of technology in classroom to teach consonant sounds is very effective to enhance students' pronunciation.

METHODS

This action research focused on the improvement of the reading skills of Grade Two struggling readers of Mainaga-San Francisco Elementary School, Mainaga, Mabini, Batangas, through the utilization of audio-visual material in teaching consonant sound.The Phil-IRI tool was utilized as instrument to determine the significant difference in the oral reading proficiency of Grade Two struggling readers in English, and t-test was used to compare the result of oral reading test from pre-test to post test for making this part of the study inferential.

RESULTS

Results revealed that many pupils struggle to read. A total of 50 pupils out of 90 were classified as struggling readers in which the consonant sounds are not fully developed. Phonological and phonemic awareness are not enough for students to develop their phonological decoding skills. The result determined that there is a significant difference in the oral reading from pre-test to post-test after the application of the reading intervention

DISCUSSIONS

Utilization of audio-visual materials in teaching consonant sound in oral reading is significant to attract learners' reading interests. Levelling of giving remedial reading instructions should be done to address different cases of struggling readers using modules. More reading materials for reading, including audio-visual games that would make learners participate, activities that would encourage them to read more should also be needed.