The Teaching of Phonemic Awareness Using Explicit Instruction: An Approach to Attain Increased Performance in Spelling Among Grade Three Pupils in Jcpmes

Abstract

INTRODUCTION

Pupils have very little understanding of the phonic and spelling system. Pupils mainly rely on memorization and depend heavily on teachers’ pronunciation. Teaching styles and theories affect trends in instruction. The researcher singled out the use of explicit instruction in teaching phonemic awareness as an innovative and more probable instruction.

METHODS

The descriptive method was used in the study as it aimed to increase the performance of pupils of Jose C. Pastor Memorial Elementary School through the teaching of lessons about phonemic awareness using explicit instructions. The Grade III pupils of Jose C. Pastor Memorial Elementary School were the respondents of the study. No sampling method was used in the study. The frequency distribution, percentage distribution, and rank were used.

RESULTS

The purpose of explicit instruction is to teach children sound-: spelling relationships and how to use those relationships to read words. Phonics instruction should be explicit and systematic. It is explicit in that sound-: spelling relationships are directly taught. There were 23 pupils or 44.23 percent who were identified to have scores ranging from six to eight. This group of pupils who were considered to have an average performance lesson about phonemic awareness. There were 10 pupils or 19.23who were identified to have scores ranging from three to five and only 2 or 3.85 ranging from zero to two. They were classified to be in the below average group. There were 17 or 32.69 percent have a very high performance during the test in phonemic awareness. The supplementary materials are word puzzles, pictures, charts and comic strips.

DISCUSSIONS

The parts of explicit instruction are presentation, modelling, guided practice, and independent practice. The pupils have a chance to reinforce skills and synthesize their new knowledge by completing a task on their own without teacher's guidance. It is the part of the lesson where pupils are given the opportunity to practice what they have just learned. The developed instructional materials may be shown to other teachers for their suggestions before using them. Remedial instructions or more lessons on spelling should be discussed to improve performance of pupils. A similar study may be conducted in other lessons in experimental research.