Phonetic Approach.docx

ACTION REASEARCH WORKSHEET

Proposed Title: Phonetic Approach: A Remedial Teaching to Grade 2 NonReaders of Apokon Elementary School Name of researchers:

Cynthialyn L. Mallo, Lloyd M. Montecalvo, Dan Michael D. Pabilona, Yvonne Christina Mae G. Pada

Position:

Researchers

Institution:

University of Southeastern Philippines Tagum-Mabini Campus

A. Problem Identification 1. In my current position, I am concerned about As practicumers, the most common dilemma we have observed in their academic performances is that students tend to have difficulties on phonemic awareness. In this case, we are more concern about how are we going to developed reading skills of the grade II students by enhancing letter sound recognition, word recognition and phonemic awareness. Because as to what we observed, some of the pupils in grade II where behind from other students because they can’t still read and in fact, some of them really don’t know the sound of a letter or even reciting the letters on the alphabet which is very alarming for they will be struggle more if they will proceed to next grade level. 2. In order to prove my concern or issues, I needed to gather information or data on -

Diagnosing factors on child’s reading problem

-

Appropriate strategies on aiding reading problem

3. From my experience in using different tools and techniques, I found out that the most important, urgent, the most doable and relevant problem or issue that I needed to focus on Reintroducing

letter

sound

recognition

and

developing

phonemic

developing reading skills. A child can’t read if he/she doesn’t even know the sound of a letter or letter sound recognition. Moreover, by reinforcing remedial class activities that involve phonemic awareness, this may improve the reading skills of one’s child. 4. I found the following as viable solutions to the problem or issue Non-readers struggle with phonics, comprehension, and vocabulary had no desire to read and exhibit in appropriate behavior. This can be accomplished by teaching the non-readers student the pattern of English (5 phonetics skills); the more they work these patterns, the more they will develop this orthographic reading ability, and their fluency will increase. Moreover, this five skills is an indispensable tool that will able them to decode, pronoun and spell new words at will unlock the power of reading.

5. However, among the identified possible solutions, I decided to implement Because many teachers accomplish this by teaching letter sound relationships in an organized sequence. Some of the benefits of systematic and explicit phonics instruction are increased in word recognition, spelling and reading comprehension among students. Students who are struggle in reading for a variety reason, including limited experience with looks, speech and hearing problems, and poor phonemic awareness. Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language. Although phonics instruction is not an entire reading program for beginning readers, it is the most beneficial when introduced at an early age. (Adler, 2001, p.12)

B. Research Questions and Hypothesis/Assumptions The problem of this research is stated as follows: How can I improve their reading skills? Not every student acquires reading skills at the same time. Reading begins with mastering pre-literacy, including learning the alphabet and enhancing phonemic awareness. A student who has trouble with phoneme awareness has difficulty understanding how speech can be segmented, or broken into small sound and also how these sounds can be put together. This student may have poor reading comprehension in spite of good sight vocabulary. My tentative answers to the problem are: 1. They doesn’t participate in class; 2. They are not active in class, they prefer to play than read.

C. Purpose and Significant of the Study

This action research is conducted mainly to The learner who has phonetic problem awareness This will benefit the following Learner- can enhance his/her academic performance, and can motivate his/her to learn. By knowing phonemic awareness, the pupil can have the confident to read in front of the class. Teacher-It has also a big help to the teacher, because it can save her time in tutoring the pupil, and can lessen her problem in making some strategy to help the pupil. Because as to this study would be effective, it will enhance the students communication skills as well as their academic performance.

D. Data Collection and Analysis Discuss how will you collect and analyze the data. You may use the sample template given as your guide.

E. Bibliography

Part II Action Plan Activities

Objectives Time Frame

Person

Place

Responsible

Verifiable

Budget

Indicators

/ Resour ces needed

Orientation

Give

-Leah I.

and

orientation

Llanto,

classificatio

on the

Reading

n of

scope on

coordinator

students

the scope

who will

and

March

-Researchers

-Letter to

undergo on

rationale of

12,

-Selected

parents,

the one

the

2018

grade II

-AES

Teachers

week

remedial

advisers

AVR

and school

remedial

reading

-Non-readers

reading

program to

class

nonreaders and teachers to stimulate students love for

Php. 200

-snack

reading Phonemic

Introduce

March

Leah I. Llanto

awareness

phonics

12,

Reading

instruction

2018

Coordinator

Classr oom

and

the

teaching of

to create

-Non reader

phonics for

pathways

students

non-readers

for non-

-Researchers

Printing

Php.

Materials

150

readers Teaching

Non-reader

and

Use

students

Laptop,

providing

different

non readers

strategies

Remedial

different

like videos

Reading

Classr

strategies

and audio

March

Teacher

oom

with the

tapes to

13,

help and

teach the

2018

integration

child

of

phonemes.

speaker

technology Adaptation of

Reading

Equip

Big

pupils with

Remedial

Classro

Php.

book,

om

250.00

flashcar

intervention

necessary

March

Reading

s such as:

reading

13,

Teacher

Remedial

materials

2018

sessions

to improve reading skills

ds, flip charts

Implementation Plan Strategy

Time

Person

Data

Source of

Fram

Responsible

needed

data

Instruments

Verifiabl e

e

Indicator s

Introducin

Day 1

g letter-

(1 Hr)

Researchers

Letter

CG, LM,

Audio-

sound

,

sound

TG,

Visual

Monitori

recognitio

Non-reader

INTERNE

materials,

ng

n

Students

T

Laptop, TV,

Sheets

Speaker Letter

Day 2

Researchers

Letter

CG, LM,

Work

Names

(1 Hr)

,

Recognitio

TG,

Sheets,

Monitori

Non-reader

n

INTERNE

Letter Tiles

ng

T

Flash Cards

Sheets

Read

CG, LM,

Word tile,

Researchers

three-letter

TG,

Flip Chart,

Monitori

Consonan

,

word

INTERNE

mixed letter

ng

t

Non-reader

Students Consonan Day 3 t-Vowel-

(1 Hr)

T

Sheets

Students

Consonan

Day 4

Researchers

Read

CG, LM,

Audio-

(1 Hr)

,

consonant

TG,

Visual

Monitori

Non-reader

blend

INTERNE

Material,

ng

Students

words

T

TV, Laptop,

Sheets,

t Blend

Speaker, Flashcards Reading Simple Sentence

Day 5 (1 Hr)

Researchers

Reading

CG, LM,

Flip Chart,

Progres

,

Aloud

TG,

PowerPoint

s Chart

Non-reader

INTERNE

Presentatio

Students

T

n