Importance of Phonemic Awareness towards the Successful Acquisition of Reading among the Grade 1 Pupils in Mayasang Elementary School

Abstract

INTRODUCTION

Reading is the key that opens the gate of successful learning. It is the way to learning all other learning disciplines. In the last report issued by the National Reading Panel (2015), it identified five reading areas of reading instruction that lead to successful reading and one of them is through phonemic awareness. It was proven by the researcher that phonemic awareness is the best predictor of the cause of early reading acquisition than intelligent quotient vocabulary and listening comprehension. The reading program in Mayasang Elementary School starts from the development of phonemic awareness to the creation of reading programs to enhance reading climate that will create better and productive readers.

METHODS

This study used descriptive research which was deemed appropriate in the type of investigation. The respondents were limited in one section (Grade 1 -Lily) the other section (Grade 1 -Rose) was not included to get more concrete data from a limited number of pupils. Two teachers (Grade 1 teachers only) comprising 100% of the teacher -population were also involved in the study for them to provide the researcher with meaningful data needed. The researcher -made questionnaire was used as the primary data gathering instrument.

RESULTS

Teachers were asked to rank the activities undertaken to develop pupil’s phonemic awareness as to their importance. It revealed that the most useful activity was the use of instructional materials such as the contextualized big books, followed by utilizing games, plays and other concrete materials, the use of individualized and group instructions and the use of technology as the least. The effectiveness of the teachers in developing phonemic awareness indicated that manipulation, separation, and sequence of sounds received the highest percentage and the transition into a written language as the least effective. The extent how the teachers have undertaken the different activities noted that it is of a very great extent.

DISCUSSIONS

The results presented are strongly recommending the enhancement of the school reading program through a conducive reading climate. Teachers teaching reading should be equipped not only by the knowledge and skills but also the heart and the commitment to engage 100% of the pupils to the wonderful world of reading.