Lunch Break Ng Teacher Ko, Kinabukasan Ko. A Strategy to Develop Word Recognition Skills among Grade I Pupils

Abstract

INTRODUCTION

Development of Word recognition is one of the problems of today's early grades. This is confirmed in pupils Phil-IRI pre-reading assessment result wherein the word recognition rate become one of their least mastered skills. Having the belief that a failure reading can lead to a failure in school generally and low self-confidence, an intervention was designed to develop word recognition skills of Grade 1 pupils.

METHODS

This study employed a non-random sampling technique and utilized reading passage taken from Phil-IRI inventory Reading Manual 2018 using the descriptive method in gathering data. The researcher conducted a pre-reading assessment to validate the pupil's word recognition level and to identify learners who may need more assistance in reading task. Dwyer/Pittman screening test instrument was also employed as a baseline of the study to determine the factors affecting the pupil's word recognition skills. Paired T-test was also used to determine if there is a significant difference in the performance of pupils before and after the implementation of Teacher ko, Kalaro ko through guided play activities. To treat data gathered from the scores during pre-and post-reading assessment results mean was used and then scored through 4 reading levels non-reader, frustration, instructional, and independent.

RESULTS

The findings revealed that the intervention conducted for pupils was effective, since the computed T-value is-16.413 greater than to 2.262 which is the probability level. We can say that pupils score in the post-reading assessment is increased after the administration. The result implies that direct teaching on letter name and sounds have a significant correlation in developing Word Recognition skills. The result indicates that pupils enjoy developing word recognition skills using phonemic awareness. The pupil's word recognition level increased from non-reader in the first quarter to the frustration level in the second quarter.

DISCUSSIONS

The results demonstrate that developing word recognition skills through play guided activities promotes a good relationship between teachers and pupils and it helps also to catch the interest and sustain pupil's attention span in teaching-learning process. Learners were just simply playing but the learning was really instilled in their minds after all. These play activities tend to improve pupils’ knowledge on manipulating letter name and sound to form a word, building of words, word spelling and syllabication.