Contextualized Take Home Reading Material in Mother Tongue to Develop Decoding Skills of Grade I Pupils

Abstract

NTRODUCTION

The capability of pupils to decode letters and words into its printed form was an indicator of their success in school. In the context, Mamis Elementary School found out that the Grade I pupils encountered difficulty in decoding based on the result of their pretest in Early Grade Reading Assessment (EGRA). The pupils claim they were lack of reading materials at home and not interested in reading. Hence, in order to address this problem, the researcher came up with an intervention that was suited to respond to the pupil's learning needs.

METHODS

A pretest was conducted to 13 Grade I pupils. Nine of them underwent the intervention within six (6) months. The reading material was composed of 15 lessons which will be given to the pupils one lesson at a time. When it will be mastered by the pupil, the next lesson will follow. Thereafter, a posttest in EGRA was conducted to test whether the intervention contributed to the development of decoding skills of the pupils.

RESULTS

An EGRA posttest was conducted to evaluate the effectiveness of the reading material. The result showed that there was a great development of pupils decoding skills. The pupils were found out to perform positively after the intervention was given. Eighty-nine percent (89%) of them were able to decode in Mother Tongue after the intervention was given. The result further showed that the help of parents in teaching their children learn to decode at home was a great factor that contributes to the decoding skills of the pupils.

DISCUSSIONS

The intervention contributed to the success of pupils in decoding. With the help of their parents at home, they were able to achieve a remarkable score in their posttest in EGRA. Thus, the intervention was effective in helping the pupils to develop their decoding skills.