Development of Reading Activities on Word Recognition Skills in CVC Word Pattern among Grade 1 Pupils at Florencia A. Masilungan MES

Abstract

INTRODUCTION

Reading is the area in literacy in which the greatest gains are made. It is fundamental to functions in today's society. A crucial step in learning to read is the understanding that the letters of the alphabet represent the individual sounds in words. It only implies that this is one of the existing problems in almost all learning institutions which need immediate remedies. This requires the emergent readers to understand that a word is made up of separate and distinct sounds and that string of letters represent those sounds. In this study designed reading activities and supplementary materials were developed as a recognized solution to the problem.

METHODS

The use of the data gathering method was employed to validate, tally, interpret and analyze the data collected in a tabular presentation. Printed reading materials and documentary analysis were utilized as gathering instruments.

RESULTS

Pupils demonstrated frustration level on word recognition skills in CVC word patterns. A minimal number of them have skills in decoding or sounding out of words. Several miscues were encountered during their reading assessment test. Some of these are mispronunciation, which gained the highest percentage, substitution, refusal to pronounce, omission, repetition, reversal, and insertion.

DISCUSSIONS

Results implied that pupils encountered difficulties in letter-sound relationships neglected them to read and recognize CVC words. Therefore, common miscues were committed most particularly mispronunciation and refusal to read. Proposed reading activities can be a great help for the enhancement and enrichment of grade one readers.