ALphabets PHonemes Actions (ALPHA): A Strategy to Develop Alphabet Knowledge and Phonological Awareness in Grade 3

Abstract

INTRODUCTION

The holistic development of the two Language and Literacy Domains are primordial in decoding. As assessed, one of the perennial problems in Anahao Bag-o Elementary School’s Grade 3 pupils is that their frustration level in word recognition is high. Among the 27 enrolled, there were 15 of them belonging to frustration level, particularly in word recognition and their refusal to pronounce. This resulted in low academic performance.

METHODS

This study used the Philippine Informal Reading Inventory (Phil-IRI) in English with a pre-test and a post-test because it is the only standardized tool in gauging word the recognition level of grade 3 pupils. After the pre-test, the researcher selected the respondents at the frustration level. The focus of the study is limited only to the collection of relevant information that will determine the impact of using multi-sensorial experience in the development of alphabet knowledge and phonological awareness. The identified respondents underwent intensive remediation during DEAR and remedial time. The results were analyzed and evaluated through a simple descriptive statistical treatment.

RESULTS

Table 1

CONSOLIDATED ORAL READING INVENTORY (Phil-IRI PRE-TEST) ON WORD RECOGNITION

No. of Respondents Independent Level % Instructional Level % Frustration Level %

27 3 11% 9 33% 15 56

Table 1 shows that out of the 27 respondents, 3 or 11% were at the independent level, while 15 or 56% were under the frustration level. This implies that the majority of respondents were poor in decoding or in word recognition

Table 2

CONSOLIDATED ORAL READING INVENTORY (Phil-IRI POST-TEST) ON WORD RECOGNITION

Table 2 shows that out of 27 respondents, 6 or 22% were at the independent level, while 5 or 19% were under the frustration level.

Table 3

COMPARATIVE RESULT ON PHIL-IRI PRE-TEST AND POST-TEST ON WORD RECOGNITION

Indicators Pre-Test Post-Test Percentage of Increase INDEPENDENT LEVEL 11% 22%

11%

INSTRUCTIONAL LEVEL 33% 59% 26%

FRUSTRATION LEVEL 56% 19% -37%

Table 3 shows that the independent level has an increase of 22%: 11% in the pre-test increased to 22% in the post-test. On the other hand, the frustration level decreased by 32% from 56% to 19%. This indicates that there's an increase in the word recognition level among respondents.

DISCUSSIONS

The researcher, confidently believed that the outcome of the study indicates a positive influence on the respondents.