A 30-Minute Intensive Teaching of Phonology to Improve the Reading Skills of Grade 2 Ilang-Ilang Pupils of Lanuza Central Elementary School

Abstract

INTRODUCTION

Reading approaches are common in many studies. And many of them also have common strategies used and perhaps becoming redundant. That's why many of the researchers keep on discovering new methods and strategies to keep the right and easy track in improving the skill of every learner in reading since this is the most important skill to understand what is being decoded.

With this, the researcher will show the significance of the program that could also be applicable to other individuals who are non-readers. The program will be a great intervention and surely be an advantage and benefit the learners who struggle in reading. The researcher discovered a quick method that intensifies the learning of the pupils in reading.

METHODS

The Differentiated Instruction to the learners was at its best in implementing the study. After identifying the level of difficulty of each of the learner from their pretest, they were divided into morning session and afternoon session. They were given reading materials that were intensively taught according to their level in just 30 minutes every session. Every activity was documented and monitored, focusing on the phonology of the alphabet. The intervention was given and monitored every day during their remedial hours in reading within five months. The activities given were recorded and monitored by the researcher so that she could differentiate the development of each respondent after its implementation.

RESULTS

Subsequently, the researcher fulfilled the purpose of the study positively, which could really be a big help to the pupils in their everyday lives. After the respondents have taken the study, they are now ready to read, have self-confidence, responsible in following directions, and comprehend because they now can decode all the letters they have seen around the classroom and everywhere. The value of intensive teaching of phonology harvested the sweet fruit of what it took from the very start of the implementation. It really proved that short but intensive teaching is more effective than the usual massive teaching for an hour. The intervention was then a functional study.

DISCUSSIONS

Little but intensive teaching results to more effective learning than a massed teaching. This program is then easy to follow and dealing with non-readers will now be less tedious. It only needs for the teachers to be intensive in teaching and aim high for the learners.