Yvonne Research Power Point

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PHONOLOGICAL ERRORS: SPEECH REMEDIATION PROGRAM Cortes, Yvonne Faith Zapanta, Cheryl Ann La-llaban, Josephine

RATIONALE The lack of phonemic awareness seems to be a major obstacle to reading acquisition. Children who are not able to segments words and syllables into phonemes. Consequently, they do not develop to decode single words accurately and fluently, an ability that is the distinguishing characteristics of persons with reading disabilities.

Some pupils in the elementary grades of Mabolo Christian Academy, ages 7-12 have reading problems severe enough to hinder their enjoyment of reading. These problems are generally not developmental and do not diminish over time, but will persist into adulthood without appropriate intervention

Phonological errors of the child may need more attention through speech remediation that would enhance the ability of the child to produce the correct sound patterns of the word. A speech remediation program can be planned and implemented for the improvement of phonemic awareness of the child.

THEORETICAL-CONCEPTUAL FRAMEWORK Natural Phonology Theory- phonological processes described phonetically motivated and natural patterns of speech production Gildeas Analysis- phonological theory develops in such fashion provides us with an exciting new insight into child language acquisition

Theory of Articulatory Phonology (AP) claims not just that linguistic units are compatible with the output system (vocal tract),but also that their identity is maintained in production and perceived as such by the listeners. Whole Language Approach beginning readers needed little direct instruction to decode the letters and sounds of the language

Phonics Approach which referred to as a skills-based approach, point to research showing that children benefit from direct instruction about the letters, syllables, and corresponding sounds of English. International Phonetic Alphabet-to provide a symbol for every sound of every language.

THE PROBLEM Statement of the Problem This study aimed at addressing the phonological errors of the elementary level in Mabolo Christian Academy school year 20092010.The findings of this study serve as basis in speech remedial program for reading competence.

In specific, the study sought to answer the following questions: 1.What are commonly committed phonological errors that the respondents are engaged when reading? 2.What program of activities can be planned for speech remediation?

Statement of the Hypothesis Those commonly committed phonological errors need more effort for speech remediation.

ASSUMPTION Speech remediation for the phonological errors can improve students' ability in speech production.

SIGNIFICANCE OF THE STUDY This study will benefit the following: Students. Elementary grades in Mabolo Christian Academy will be benefited for remedial instruction for reading competence would cater their needs. Teachers. Teachers will be guided in choosing and selecting instructional materials for their students since they are already aware about the needs of the students for they are the first main recipients of the difficulties.

Administrators. The Administrators of the school will be encourage with this study to implement additional programs for the enhancement and improvement of the students. Researchers. This study will encourage the researchers to continue in doing research and continue seeking possible answers to the existing problem or issue.

SCOPE AND DELIMITATION This study focused primarily on the phonological errors committed by the elementary grades (Grade V) in Mabolo Christian Academy school year 2009-2010.

DEFINITION OF TERMS Errors. These are the mistakes produce by the students. Phonemes. An element consisting of a group or family of sounds. Phonemic. The study about phonemes relating to the sound used in speech.

Phonetics. A branch of linguistics which deals with the analysis, description, and classification of speech sound. Phonological error. The committed mistakes towards the sounds.

Phonological instrument. The means on how to assess student’s phonological structure. Phonology. The study of the sound system of a language. The historical study of the sound changes that have taken place in a language. Program. In this study, it is an activity or a remedial.

Speech. The act of producing sound patterns orally. Speech remedial. This is an act of giving an activities to correct or improve speech production. Speech remedial program. The activities given to correct and improve speech production.

ORGANIZATION OF THE STUDY This study comprised three chapters. The preliminary pages contain the title page, acknowledgment, dedication, table of contents, list of table and list of figure. Chapter I contained the rationale, theoretical conceptual framework, statement of the problem, hypothesis, significance of the study, definition of terms and organization of the study

Chapter II contained the review of related literature that includes the a study in the Philippines and other country Chapter III contained the research methodology that includes research method used, research locale, research instrument and research procedure.

LITERATURE AND STUDY Study in the Philippines  Manarpiis conducts a research about Filipino students’ attitude toward English as a language used in the classroom and their difficulties experienced in producing correct sounds( that is lack of phonological awareness).

 The research concludes that the respondents

committed phonological errors of omission, transfer errors, and overgeneralization of English. There is a strong evidence of fossilization of errors although with positive factors like motivation, attitude, personality, and strategizing, there is still a big chance of defossilization.

 According to Malicsi (2005), “the sounds of

Filipino English are certainly different from those of international English.” With globalization becoming a dominant feature of our society, students have to be retooled in their speech towards their neutral accent that is acceptable in international communications.

STUDY IN THE OTHER COUNTRY  Dr. Hsuan - Yu Chen, a lecturer, is an author of

the study regarding the impact of Phonetic and Phonological Instruction on Oral Proficiency of Spanish – speaking ESL learners. • She stated that oral proficiency is an important goal in teaching English as a second language because it is important not only in communication, but also in reading and writing, which pave the path to academic achievement

After several assessment measures were conducted, findings showed statistically improvement in the oral proficiency of target phonemes of respondents after the implementation of phonetic/phonological instruction.

Yun Zhang(2009). even speaking classes do not provide chances or oral interaction, as most teachers talk on and on through out the lesson without giving students any opportunity to speak, thus turning the class into listening activity.

A reasonable solution is to support a more integrated approach where speaking is added to reading and writing lessons to ensure that students receive essential practice in oral communication. He introduced activities to provide students opportunities to practice their spoken English. So to reveal any problem they have in understanding the text.

Dalton and Seidlhofer(2000), the awareness of pronunciation will be affected by our purpose and motivation. In their classic study, they distinguish between instrumental and integrative motivation in second language learning.

Gardner and Lambert, 2000. An instrumental orientation reflects the practical advantages of learning a language, while an integrative orientation stems from a sincere and personal interest in the people and culture.

RESEARCH METHODOLOGY Research Method Used This study made use of descriptive method, describing the phonological awareness of the respondents.

RESEARCH LOCALE The locale of the study is Mabolo Christian Academy. It is a sectarian institution wherein majority of the students are Baptists.

RESEARCH RESPONDENTS The respondents of the study are the Grade V pupils of Mabolo Christian Academy school year 2009-2010.

RESEARCH INSTRUMENT The researchers made use of word drill with a checklist to assess respondents' speech production on the given words.

RESEARCH PROCEDURE In gathering the data, the researchers made use of the following steps: The copies with list of words were given to each respondent to read while the researchers were handling the checklist to assess respondents' production of words.

The checklist contained the sound patterns with the assessment description of “with difficulty” and “without difficulty”. Researchers checked the box that corresponds to the descriptions according to the respondents' production of words.

After assessing the respondents, the gathered data were tabulated. Researchers will identify the commonly committed phonological errors by frequency count. The first five sound patterns that have high number of mistakes were to be considered as commonly committed phonological errors of the respondents. The results were discussed and analyzed pertaining to the phonological errors of the respondents.

Researchers provided the program of activities that can be planned and implemented for speech remediation. The planned program of activities for speech remediation is applicable for summer class in two months, after the school year. The program contained the activities from day 1 until day 50 (excluding Sunday) with the specific sound pattern a day. The commonly committed phonological errors may take two days for more emphasis and improvement.

“Read to achieve”.