Developing School-Based Supplementary Reading Materials in Enhancing Grade One Word Recognition Skills

Abstract

INTRODUCTION

In developing learning among Grade I pupils, reading is a basic tool that should be enhanced to ensure positive results along with other skills. In this research, the development of school-based supplementary reading materials was given priority to enhance the word recognition skills of Grade I pupils in San Teodoro ES (Mabini District) during the academic year 2017-2018.

METHODS

Twenty-one Grade, I pupils was the subject of this study. No random sampling was made. Specifically, the self-study method was utilized in this research. It focused on the word recognition level of pupils and their common reading difficulties. Weighted mean with verbal interpretation was also included in presenting the data

RESULTS

After collecting the data, it showed that reading words got the lowest weighted mean of 2.48. Letter word identification and letter-sound knowledge had the same weighted mean of 2.52. Speech and language literacy were similar, for each one had the weighted mean of 3.29. Focus reached a weighted mean of 3. Generally, out of 21 pupils: 7 performed very satisfactorily; 4 had the satisfactory reading ability; 2 had fair performance, and the rest (8 pupils) needed improvement. Inclusive among these pupils were those that were special children.

Furthermore, pupils' difficulties in letter recognition, alphabet order, letter word pronunciation, blending ( combining sounds) and segmenting (separating sounds) were identified. The record provided 7 pupils having a great extent interpretation; 4 pupils with moderate extent; 3 students with less extent; and 7 learners had least extent interpretation

DISCUSSIONS

Through this research, teachers may be aware of the significance of the correlation between a pupil's letter acquisition skills and his/her future literacy success. It also provided effective literacy strategies to use with their struggling students.