Project P-Ter Phonemes/Phonics through Effective Reading

Abstract

INTRODUCTION

The main purpose of this action research is to improve the reading ability of Grade I pupils at risk in reading difficulties with little or no phonological awareness to help pupils to become comfortable and confident readers. The researcher produces materials, videos and songs in reading intervention for Grade One pupils closely monitored by principal of Francisco S. Brosas Memorial Elementary School during 2016-2017. Specifically, it aims to improve the reading performance level and fluency of the pupils and provides exercises and enhancement activities, poem and songs to equip students to overcome reading struggles.

METHODS

The researcher conducted the action research October to March SY 2016-2017 and used quota sampling; independent of population characteristics. The pupil respondents were consisting of 28 from Grade One. Statistical Treatment used are T-Test and Mean Percentage Score.

RESULTS

Using Project P-TER, from 3 or 10.71%, increased in reading fluency of the students to 25 or 89%. It shows in the report that the implementing the project has a great impact in reading proficiency.The use of Project P-TER as an intervention in the School helped improve the Reading performance of the pupils in grade 1. With the support and assistance of the principal, parents, teachers and the said project; it increased the number of readers and almost eradicate non-reader pupils in grade 1.

DISCUSSIONS

It is evident that the findings of the researcher conform with Adler’s strategy (2001) that what good readers employ when comprehending a text is visualization. Visualization requires the reader to construct an image of what is read. Also, it is important to teach the strategies by naming the strategy and how it should be used, modelling through the think-aloud process, group practice, partner practice, and independent use of the strategy (Duke & Pearson, 2005).

Though the study showed positive result, loopholes in terms of the different level of pupils in reading, religiously practice are to be considered. However, the researcher concluded the following: (1) Project PTER is good for grade one and kindergarten who is starting to familiarize sound, letters and words; (2) it is useful for remedial instruction tobe fluent in reading by any grade; and (3) create modular-typed enhancement activity and workbooks and intervention which is jive for the project.