Relative Effectiveness of Phonics Approach in Remedial Reading of Grade IV-Jade Beginning Readers

Abstract

INTRODUCTION

Reading is the key to skillful learning and better living. It is expected then that fourth graders are able to read with fluency, comprehension, and expression. But sad to note that majority of the Grade Four-Jade pupils of Don Amadeo Perez, Sr. Memorial Central School Main, have been observed to have difficulties in reading and are still learning to read, rather than reading to learn. In this study, I proved the use of phonics approach in remedial reading is very effective in improving the reading abilities of beginning readers.

METHODS

The twenty eight (28) pupils of grade IV-Jade were tested using the Pre-Oral Reading Test of Philippine Informal Reading Inventory (Phil-IRI) and grouped them as slow readers, syllable readers, and non-readers based on their reading abilities. After grouping them, they underwent reading remediation using phonics approach and learned the vowels, consonant and blends. They were taught to combine the sounds and blended them into words until they mastered doing it. The descriptive-comparative method of research was used in finding out the reading performance of the pupils. The different Oral Reading Tests on word recognition level were the main instrument used in gathering the needed data.

RESULTS

The final Phil-IRI Oral Reading Test conducted was by the researcher and validated by the school reading coordinator, the master teacher, the school principal, and the schools district supervisor in-charge. The results showed the final decrease of pupils under frustration level of word recognition from 28 or 100% to 4 or 14.29%, 11 or 39.29% slow readers became 2 or 7.14%, while 9 or 32.14% slow readers went to the next higher level of recognition which are instructional and or independent. Likewise, 14 or 50% syllable readers on Pre-Test decreased to 2 or 7.14 on Post-Test. Further, 12 or 42.86% syllable readers became slow readers while 3 or 10.71% non-readers became syllable readers onthe Post-Test.

DISCUSSIONS

The results proved that the slow readers, syllable readers, and the non-readers through the use of phonics approach improved significantly in their reading abilities in word recognition after using the intervention program in reading. Therefore, the use of phonics approach in improving the reading abilities of beginning readers.