Project IRATPa (Improving Reading Abilities Through Phonics Approach) in Grade IV of Carlos S. Batino Sr. Elmentary for S.Y. 2016-2017

Abstract

INTRODUCTION

Reading is a complex cognitive process of decoding symbols to derive meanings from is and considered as a form of language processing. It is why reading is considered as an important skill in language. It is the key to skillful learning and better living. The learners who read well develop a better understanding and effective adjustment towards life's situations. Like all languages, it is a complex interaction between the text and the reader. It is shaped by prior knowledge, experiences, attitude, and the language community, which is culturally and socially situated. When the learners understand what they read, they could identify, classify, build, organize, synthesize, and make adjustments and proper decisions.

Reading, therefore, is considered as one of the vital areas wherein learners must be placed under appropriate program designs that will address and assure the learners to learn effectively the basic skills in reading.

METHODS

The sample of the study was composed of 112 pupils who were the slow readers and readers-at-risk in Grade IV of Carlos S. Batino Sr. Elementary for S.Y. 2016-2017 and the sample was chosen using Purposive Sampling Technique in which the researcher selects a particular group or category from the population to constitute the sample because this category is considered to mirror the whole with reference to the characteristic in question (Kumari, 2008).

RESULTS

There are two phonics methods used in this study -the synthetic and the analytical method depending upon the identified reading difficulties of the pupils. Using the synthetic method the sounds are taught in isolation, they learn that the letter represents a certain sound, e.g. b = buh, and must then learn to blend the sounds to form words or, in other words, synthesize. The analytical method, on the other hand, teaches the sound as part of a word, e.g. b as in bat. The learners learn new words as the phonic elements are introduced to them. Using this approach, pupils were able to read independently.

DISCUSSIONS

The following were the findings revealed in the implementation of the action research: One-hundred-twelve (112) pupils in Grade IV belonging to the frustration level of recognition were covered in the study. The research revealed that from one-hundred-twelve pupils(112) that are under frustration level, 84.82% from these moved to the instructional level, and 7.14% moved to the independent level, while 8.04 % stayed in the frustration level.