Utilizing Localized, Contextualized and indigenized Sight Words in Improving Word Recognition of Grade Seven Students of Rosario National High School

Abstract

INTRODUCTION

Learning to read is a complex and often difficult task for children and adults alike. The reading process consists of learning to decode words and learning to read words by sight. Decoding is the process of knowing and realizing that written letters have relationships with sounds. In this study, we explored the effectiveness of utilizing localized, contextualized, and indigenized sight words in improving the word recognition of grade seven students of Rosario National High School.

METHODS

This study used the Pre-Experimental method utilizing one-group, pretest-posttest design. The chosen participants were 20 grade seven students who were identified with difficulties in recognizing words. Data were collected using a standardized 20-item test that was adapted from PHIL IRI Form A Performance. The said test has a scoring guide for graded word list that determines if students will fall from three different levels which are independent, instructional and frustration.

RESULTS

The findings suggest that there is a significant difference in the scores of the grade seven students after the localized, contextualized and indigenized sight words were used as an intervention program for the word recognition problem of the said students. Also, it shows that the said intervention program highly affected and improved the word recognition problem of the said students.

DISCUSSIONS

This research identified that the results of the study provided an understanding of the effectiveness of localized, contextualized and indigenized sight words as a tool in improving word recognition of the grade seven students of Rosario National High School. In general, the findings suggest that there is a significant difference in the scores of the grade nine students after the localized, contextualized and indigenized sight words were used as an intervention program for the word recognition problem of the said students. Also, it shows that the said intervention program highly affected and improved the word recognition problem of the said students.