Evaluation of Phonics Approach as Intervention to Improve the Reading Abilities of Slow and At-Risk Readers of Daine Elementary School

Abstract

INTRODUCTION

Reading is the key to skillful learning and better living. The learners who read well develop better understanding and effective adjustment towards life situations. When the learners understand what they read they could identify, classify, build, organize, synthesize, make adjustments and arrived at proper decisions. The ability to read and comprehend what has been read is very notable for many reasons. Learners can be able to discover and acquire new knowledge through reading. Moreover, learners who read well, develop better understanding and effective adjustment towards life situations. When the learners understand what they read they could identify, classify, build, organize, synthesize, make adjustments and they can arrive at proper decisions. However, not all learners are good readers, there are some who are still considered as slow and at-risk reader, and this is the main reason for conducting this study. This action research aims to evaluate the phonics approach as an intervention to improve the reading abilities of slow and at-risk readers of Daine Elementary School.

METHODS

Several methods in gathering, analyzing and interpreting data were used in this study. This study relied mainly on the Phonics Approach. Multiple oral reading tests were also administered among the pupils of Daine Elementary School. Also, a descriptive method of research was used in the study to find out the reading performance of the pupils. The data gathered were tabulated, evaluated, and analyzed using percentages to identify the reading levels of pupils.

RESULTS

The study found out that phonics approach was really a good intervention in improving the reading skills of slow and at-risk readers of Daine Elementary School. After series of oral reading tests, the study revealed that from 51% of the class, who were under slow, syllable, and at-risk readers, decreased to 11%. Meanwhile, the number of independent and instructional readers also increased from a total of 49% to 89%. The study clearly showed that pupils were able to improve their reading capabilities through Phonics Approach.

DISCUSSIONS

The results revealed that the phonics approach is truly an effective intervention in improving students' reading abilities. By developing the pupils' phonemic awareness, they were able to recognize and associate sounds of letters of the alphabet in the word they read which made reading easier for them. Thus, Phonics approach indeed is very helpful, effective, and plays a significant role in improving students' ability in reading.