Utilizing Systematic Synthetic Phonics Approach (SSPA) to Develop Word Recognition Skills

Abstract

INTRODUCTION

This study aims to investigate the effectiveness of utilizing the "Systematic Synthetic Phonics Approach" to develop word recognition skills of Grade III Guava pupils of Hinatuan South Central Elementary School. Some of these pupils couldn't sound out letter sounds and they didn't even know letter names. But most of them learned letter links but they couldn't to manipulate it. Children lack phonemic awareness cannot be expected to do well in their studies and this issue causes to slow down the progress of the teaching-learning process.

METHODS

This study was descriptive. Data collection was based onthe result of the Phil-IRI pre-test and post-test conducted in the school year 2018-2019. The results were calculated and tabulated using the frequency and percentage. The Word Recognition Score (WRS) in percent was used to get the reading level of each pupil and this is the basis to determine the primary reason for the problem.

RESULTS

The researcher found out that the "Systematic Synthetic Phonics Approach "has a great impact on developing word recognition skills. As applied in the classroom, the intervention developed the word recognition skills of the Grade III Guava pupils of Hinatuan South Central Elementary School.

DISCUSSIONS

Based on these findings, the researcher found out that the "Systematic Synthetic Phonics Approach "has a great impact on developing word recognition skills. This approach will be of great help to the teachers as long as the teachers make a huge sacrifice in teaching. The researcher believes that when this approach is applied early in the previous grades, surely learners in the present grade would not experience difficulty in recognizing words. However, the positive outcomes of this approach will depend upon how the teacher devotes her time in helping his/her pupils learn to read and also depend upon the attitude of the learners who are the main target of this study.