The Effect of Phonics, Dolchs, Fuller and Marungkoto the Oral Reading Performance of Grades Ii to VI Struggling Readers: Basis for Reading Action Plan

Abstract

INTRODUCTION

Oral reading performance is used as an indicator of students overall reading ability. It is used to measure the three components of reading: accuracy, rate, and fluency which have been shown to relate to comprehension. Listening to students to reading aloud provides valuable insights into the covert cognitive processes used to decipher and comprehend printed materials (Stefanco, 2011). Reading aloud with fluency is the ability to read quickly and easily. It enables the child to recognize, decode words accurately and automatically understand the words being read. Children who do not read fluently (choppy readers) must work hard on the mechanics of reading and no mental energy is left to think about the meaning of what they are reading.

METHODS

In this study, the descriptive method of research was used. To determine the significant difference in the oral reading proficiency of Grade 2 to 6 struggling readers, Phil-IRI tool was utilized as instrument and t-test were used to compare the result of the oral reading test from pre-test to posttest for questions 1, 2 and 3.

RESULTS

Based on the results, the interventions applied were effective in improving the oral reading performance of the struggling readers. It also showed that teacher, student, and parent respondents have unified perception in the affirmative effect of the interventions to the cognitive, psychomotor and affective learning domains.

DISCUSSIONS

Learners' perception of reading is not as welcoming as the other areas of their interest as revealed by the weighted mean ranging from 2.46 to 2.78 in the cognitive and 2.12 to 2.16 in the affective domain. However, affective learning domain got an affirmative view as it revealed a positive effect on socializing with peers with a weighted mean of 3.13. This implied that along with their interest in learning to read and develop their cognitive and affective learning domains, their interest in reading led them to mingle and socialize with their peers thus building their self-confidence and self-worth as a reader. Further, the next higher mean under affective with a mean of 2.93 is that the learners were happy in class. Once the atmosphere in class is happy, it demonstrated a positive effect on the learners learning capability. A happy mind and a happy disposition created positive energy favorable to learning.