Impact of Phonetic Approach as Reading Remedial to Non-Reader in Grade 1 at Jose Zabarte Elementary School

Abstract

INTRODUCTION

The purpose of this action research is to determine the impact of the phonetic approach as reading remedial to non-reader in Grade I at Jose Zabarte Elementary School. Grade One pupils were observed and based on the observation, it was recorded that most of the pupils have difficulty in reading and the teacher felt enormous problems and dilemmas to give intervention. The researcher considered it necessary to study the Impact of phonetic approach as reading remedial to non-reader in Grade One. This research study seeks to conduct Remedial Reading to Non-reader pupils of Grade I at Jose Zabarte Elementary School using the phonetic approach. The phonetic approach is where children learn the sound of certain letters, and when they see those letters in combination, they learn to blend those letters and this forms a word. As they become comfortable forming that word, they learn to think about its meaning and so decoding leads to thought or real meaning.

METHODS

A mixed method design was utilized in this study in which both qualitative and quantitative research design was used. District Pre-Oral Reading Assessment and Post Reading Assessment was employed to determine the number of Non-Reader pupils of Grade 1 and the impact of the Phonetic approach in teaching them how to read. Reading Assessment and questionnaires were used to validate the results.

RESULTS

Many pupils of Grade One at Jose Zabarte are willing to attend and participate in the reading classes to help pupils reading problems by using a phonetic approach. The teachers apply this phonetic approach to their students to decrease the number of non-reader at Jose Zabarte Elementary School and more modifications depending on the needs of the individual pupil.

DISCUSSIONS

Research strongly and consistently supports the importance of phonics in reading success. The goal of phonics is to enable beginning readers to decode new written words by sounding them out, or, in phonics terms, blending the sound-spelling patterns. Since it focuses on the spoken and written units within words, phonics is a sub lexical approach and, as a result, is often contrasted with the whole language, a word-level-up philosophy for teaching reading.