The Effectiveness of Touchphonics in the Reading Intervention of the Grade 2 Non-Readers

Abstract

INTRODUCTION

Research showed that children's brains are not automatically wired for reading; they need systematic assistance to become successful readers (Pedroza, 2015). Systematic assistance may come in the form of an effective reading program implemented by a knowledgeable, competent reading teacher. This study sought to determine the effectiveness of touch phonics as a reading program in the reading intervention of the Grade 2 non-readers. Fifteen non-readers in Pagatpat Elementary School in Second Grade were identified through the use of Phil-IRI pre-test. These non-readers underwent an eight-week duration of touch phonics intervention. After which, the Phil-IRI post-test was administered.

METHODS

This study used a pre-experimental design and the data were treated using mean, frequency, percentage and a Wilcoxon Signed-Rank Test.

RESULTS

The result indicated that there was a significant increase in the over-all reading level of the pupils after the touch phonics intervention.

DISCUSSIONS

Hence, the study concluded that touch phonics is an effective program to use in the acquisition of beginning reading skills of the non-readers. Touch phonics paved the way for the pupils to grasp the letter-sound correspondence. It developed their word recognition and comprehension skills. Among others, recommendations were directed to school heads, teachers and future researchers that they may use touch phonics as a school-wide reading program to help the non-readers improve their reading skills.