Using Phonics Approach in Enhancing of Struggling Readers and Readers at-Risk in Grade IV of Manggas-Tamak Elementary School for SY 2016-2017

Abstract

INTRODUCTION

Reading is the key to skillful learning and better living. Learners who read well develop better understanding and effective adjustment towards life's situations. Reading therefore is one of the potent areas where the learners must be placed under and where an appropriate design may be addressed or utilized to assure the learners to learn effectively the basic skills in reading. Several factors may have contributed to these reading difficulties. One factor is that for most pupils, basic skills in reading have not been fully developed or mastered. It is for this reason that the researcher conducted an action research to find some teaching strategies that will improve the oral reading abilities of slow readers and readers-at-risk in Grade IV of Manggas-Tamak Elementary School using the phonics approach.

METHODS

This action research relied chiefly on the results of the different oral reading tests (recognition level) conducted during the period of the program. The descriptive method of research was used in the study to find out the reading performance of the pupils.

RESULTS

The findings of the study revealed that in phonics method the sounds are taught in isolation, they learn that the letter represents a certain sound, and must then learn to blend the sounds to form words or, in other words, synthesize.

DISCUSSIONS

With the foregoing stated problems on the reading abilities of slow readers and readers-at-risk in Grade IV of Manggas-Tamak Elementary School, the following actions were formulated to improve reading capabilities: Strengthen the remedial reading program design -using the phonics approach to correct and improve the reading skills of slow readers and readers-at-risk.