(DRAP-Approach) Developing Reading Abilities of Slow Readers and Readers-At-Risk in Grade IV Through Phonics Approach

Abstract

INTRODUCTION

Reading 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. When the learners understand what they read, they could identify, classify, build, organize, synthesize, make adjustments, and arrive at proper decisions.

This research aimed to develop or to improve the reading abilities of slow readers and readers-at-risk in Grade IV of Mariano C. Anacay Memorial Elementary School through a phonics approach. This will provide the necessary remedial measures to correct and improve reading potentials of these pupils.

METHODS

This research relied on the results of the different oral reading tests (pre-test and post-test for recognition level) in Phil-IRI English. The descriptive method of research used in the study to find out the reading performance of the pupils. The respondents of the study are the Grade Four pupils who belong to slow readers and readers-at-risk of Mariano C. Anacay Memorial Elementary School.

RESULTS

The research implied that the pupils improved significantly in word recognition after using the intervention program in reading using the phonics approach

DISCUSSIONS

The proponent recommended phonics approach in reading, which was found effective in teaching reading; and therefore, teachers are encouraged to use this method in remedial reading instructions. Pupils should be grouped according to their abilities and level of difficulties tofacilitate assessment and evaluation of pupils' reading abilities

The research focused on developing the reading abilities of the pupils and reducing the percentage of slow readers and readers-at-risk in Grade Four using the phonics approach.