Picture Communication Used in Reading Short Stories among Grade Iii Pupils in San Teodoro Elementary School

Abstract

INTRODUCTION

This study aimed to propose some supplementary materials which may be utilized to enrich the use of picture communication in teaching oral reading among Grade III pupils of San Teodoro Elementary School. Oral storytelling supports young children's learning and development differently than stories read aloud from picture books. It gives children an opportunity to exercise their imagination, communicate effectively, enhance their social literacy, and build community in a different way. Many of the skills practiced through oral storytelling and the dramatic play that stems from it address applicable local and state early learning standards as well.

METHODS

The researcher used the descriptive method of research to gather the necessary data to determine the distinct features of picture communication in teaching oral reading and lesson about vocabulary and grammar which picture communication may be employed to facilitate learning among grade III pupils of San Teodoro Elementary Schools. The researcher distributed the questionnaire to the respondents to yield the needed data.

RESULTS

The results of this study revealed that the distinct features of picture communication were applied in each lesson during the motivation, presentation, and application of the topic. Picture communication technique could be applied in teaching in reading. The majority of the pupils had average performance in each lesson applying the picture communication technique. Intervention activities were proposed to supplement a lesson in teaching reading such as peer tutoring, pair learning, and games.

DISCUSSIONS

It has been recommended to choose a more appropriate strategy or technique in teaching reading like picture communication technique for the pupils to learn by real-world experience. English teachers should be more authentic in applying different strategies and materials in discussing different topics in the subject. Picture communication should be applied to facilitate learning and understanding among pupils in the teaching of reading. A similar study using picture communication techniques may be conducted as a scaffold of learning in other subject areas.