The Effects of Early Language Literacy Practices to the Foundational Reading Skills of Grade one Pupils

Abstract

INTRODUCTION

This study aimed to determine the relationship of Early Language, Literacy practices to the reading performance of Grade One pupils.

METHODS

The researcher used the total population of 120 Grade One pupil in Banlic Elementary source. They were catered and given the opportunity to experience and to learn from Early Language, Literacy practices. The basis of comparative results was the Pre-Assessment reading at the end of October and the Reading Validation at the end of the School Year.

RESULTS

The findings of the study revealed that the teacher's performance in developing pupils reading skills in phonemic awareness, fluency and reading comprehension was interpreted as very satisfactory, and teachers' attitude manifested the highest average. This implied that the teachers are more inclined with their good attitude in teaching. In this manner, they initiated pupils' active engagement in the teaching=learning process on the four domains of literacy such as phonemic awareness, fluency and reading comprehension. It was also revealed that the teachers were challenged by improving pupils foundational reading skills.

DISCUSSIONS

The findings implied that there are factors that might be considerably affecting teachers' performance in utilizing Early Language Literacy strategies in teaching beginning readers. The strategy of one teacher might be more effective than the others'. The researcher therefore concluded that there is significant relationship between the Early Language Literacy practices and the reading performance of Grade One pupils.