REMEDIAL TEACHING TO NON-

READERS USING PHONETIC

APPROACH

By:

MACARIO, DARYL RHEY T.

TITLE: REMEDIAL TEACHING TO NON-READERS USING
PHONETIC APPROACH

RESEARCHER: Daryl Rhey T. Macario

SECTION I

INTRODUCTION

English is one of the most difficult languages to learn. It is made up of

43 phonemes or sounds, 26 consonants, and 17 vowels but only uses 26
letters symbols. A reading program is usually associated with the Phonic
method of teaching reading, which involves the teaching of symbol sound
correspondence to language.

In the early grades children learn that certain letter make certain
familiar sound which they repeat in unison and separately until they can
almost do it in their sleep.

Remedial teaching is offered to pupils who need pedagogical didactive

assistance. They function at a lower than average level because of a certain
learning and behavioral problem or disorder. The best known learning
disorder is dyslexia. Given a remedial teaching 6weeks to 3 months twice a
week, he can join the group again after a period of time.

Our school has a great number of non readers. Out of 98 pupils in

Grades I and II last school year 2010- 2011, only 29 are independent
readers,40 are in the instructional and 29 belongs to the frustration level.

A pupil who struggles in decoding words must be taught how to break

word s into sentences. A central focus of remedial phonics instruction
involves teaching pupils to break down words into their component sounds
called phoneme and the corresponding letter that represent the sound. With
practice they learn to decode words by sounding out the letter. Encoding is
the reverse process .Pupils break words into their component sounds and put
them into written form.
BACKGROUND OF THE STUDY

Remedial Reading activity is one thing to identify pupils reading

problems. I decided to make this research because of the great percentage
of non-readers in our school. The assessment was based through the results
of the pre test Phil-IRI from Grade one to Gradetwo. The advisers were the
ones who administered the pre test, then submitted the results to the
principal. We decided to make a way and think of strategies that really fits
into this needs.

We came out of going back to the basics. The most of the non-readers
were in Grades one to two. So, we conducted a seminar for teachers in
Grades one to two on how to teach reading using Phonetic approach.

During the remedial classes, teachers taught their pupils in a Phonetic

way of reading that is introducing the sounds of letter of the alphabet, blend
the letters to syllables, three letter words, four letter words, then all the
vowel and consonant sounds.

Phonological awareness is the ability to hear the sounds in spoken

language. It includes the ability to separate spoken words into discrete
sounds as well as the ability to blend sounds together to make words. A child
with good phonological awareness can identify rhyming words, hear the
separate syllables in a word, separate the first sound in a word(on set) from
the rest of the word(rime), and blend sounds together to make words.
Motivated activities such as blending, segmenting, and rhyming help to
develop childrens awareness of the sounds in our language.

The goal of good Phonics instruction is to enable pupils to read words

accurately and automatically. They must read fluently with good
understanding as well as to write and spell.

RATIONALE OF THE STUDY

Remedial Teaching is offered to pupils who need didactic assistance.

They function at a lower than average level because of a certain learning or
behavioral problems and disorder.

The best known learning disorder is dyslexia. Given six weeks to three
months twice a week, he can join the group again after a period of time.
 An indicator of reading readiness is the childrens knowledge of the
capital and lower case letters, which was found to be the most predictive
factor of reading success in school.

The teachers and school administrators must strongly believe that a

child has an open door for improvement.

STATEMENT OF THE PROBLEM

What is the performance of non-readers before and after the remedial

lessons in reading using the phonetic approach?

PURPOSE

This study intends to:

1. Implement the Phonetic approach to non-readers for Grades one and

two pupils
2. Evaluate the strategy used by the teachers who are handling remedial
classes in Grades one and two.
3. Compare the performance of non readers before and after the remedial
lessons in reading using the phonetic approach.

DEFINITIONS OF TERMS

1. Syntax- the arrangement of words in the sentence and phrases of

language.
2. Clumsy Teaching- lacking skill or grace in teaching, awkward.
3. Discrete sounds- separate sounds
4. Didactic- intended to convey instruction and information as well as
pleasure and entertainment
5. Dyslexia- reading disability that occurs when the brain does not
properly recognize and process certain symbols.
6. Alphabet cards- used to teach correct names and sounds of the letters
of the alphabet.

SIGNIFICANCE OF THE STUDY

The teacher plays a major role in the development of the childs skills
and attitudes toward reading, the teacher is not powerful enough to make a
child a good reader, but his expertise becomes a strong point in facilitating
the reading process of pupils.
 Teachers of beginning reading must be aware of the appropriate
strategy which is very effective in teaching beginning readers how to read.
Strategies will surely guide the teachers as they lead children to begin
reading.

SECTION II

REVIEW OF THE LITERATURE

1. Words are to be read accurately but words are never an end in

themselves. John Van Der Brink (2004).
2. If a parent is concerned about a childs reading difficulty in the first
grade, that child has a right to be evaluated the dont worry attitude
that sometimes still prevails in the education community is anticipated.
Jill Laureen (2000).
3. If a pupil shows signs of learning problems especially in reading a
professional cognitive skills evaluation should be the next step. This
kind of assessment utilizes testing methods to identify specific areas of
concern. Mitchell (2002).
4. The net effect: A decline in the number of slow and non readers in
schools in all municipalities. We are not a nation of readers; we are a
nation of story tellers.
Juan Miguel Luz (June7 2007).
5. Every child should be given a chance by which reading instruction
could be best delivered by qualified and prepared teachers so that they
will learn to read and to become successful
Dechant (1991) quoted by Valdez (2004).
6. There is evidence that one-to-one tutoring is the most powerful force of
instruction Wasic (2003). To begin with small group instruction and
move to one-to-one tutoring for pupils who are slow in progress could
be efficient Salvin (2001).
7. Learning to read would not become successful unless that child is
ready Valdez (2004).
8. The teaching of beginning reading is of supreme importance and must
be purposeful, strategic, and grounded in the methods proven effective
Fitz Simon (2008).
 9. Teachers who have never studied reading but just base their practices
from intuition, on incidental learning, and on how they think they were
taught to read before, greatly influence the teaching of reading in our
school
Elliot and Anderson (2005).
10. A clear understanding of the reading process is a great
contribution to success of pupils in the learning to read to be able to
learn
Sloan et.al (2006).

SECTION III- PROCEDURES

RESEARCH DESIGN (QUANTITATIVE RESEARCH)

This action research was designed for the non-readers. These learners
need a close contact with their teachers for their lesson as they need to
master each letter sound. If the beginning reader doesnt given enough time
to do exercises for the mastery of the letter sounds, then he will not be able
to read and cannot establish a strong foundation to become a good reader.

METHODOLOGY

Phonetic approach is where children learn the sound of certain letters, and
when they see those letters in combination, they learn to blend those letters
and this forms a word. As they become comfortable forming that word, they
learn to think about its meaning and so decoding leads to thought or real
meaning.

The teacher will introduce the sounds of letter.

The teacher will flash objects and let pupils identify the initial sound.
The teacher will let pupils blend the sound into syllables then making
three letter words and finally into four letter words.
Two or three letter sounds of the alphabet will be introduced everyday.
Pupils will be guided on how to open their mouths correctly.

DATA GATHERING/RESPONDENTS

The setting will be on the classroom. The participants are Grade one
and two pupils under Mr. Antonio L. Alboroto, Grade 1 Daisy adviser, Mrs.
 Merlinda C. Timoteo, Grade 2 adviser and Mrs. Luzminda T. Macario, Grade 1
Rose adviser (Researcher). This will be noted by our new head teacher Mrs.
Sharon Mae A. Bongocan.

INTERVENTIONS

The following reading interventions implemented in our school are anchored

on the objectives and targets of the division ECARP.

INTERVENT WHEN WHERE Implementation Process

ION Implemente Implement Mechanics
d ed
1. LEA Whole Year Class Based The child is encouraged to express
Language Round his thoughts, ideas, and feelings.
Experience The language experience approach
Approach emphasize that the child own ideas
are worth expressing. They are not
only worth saying, they are also
worth writing down and being read
by the child the teacher and other
classmates. Examples of activities
include fieldtrips, guess speakers,
friends, myself, birthday parties,
movies, weather, and hobbies. After
a motivational experience and oral
discussion, the teacher records the
story exactly as it is said by its child.
As the children dictate the story, the
teacher writes each word repeating
the word aloud as he writes.
 Whole Year Class Based Following each sentence, the
Round teacher reads the whole sentence to
2. PAIRED the group. Using his hand to
READING underline the word being read.

This is an activity shared by two

readers, one stronger than the other.
It works best with pupils who are
experiencing difficulty with decoding
and general fluency. It is done five
times per week. Ten to twenty
minutes per session. Allowing the
pupils to choose the material to
read. Let the sit side by side in a
comfortable quite place, so both
Whole Year Class Based readers can easily view it. Begin
Round reading together. Adjust intonation
and rate to pupils level of
proficiency. Read with distinct and
expressive voice. The pupils should
3.DEAR
follow the text with a finger as he
DROP
reads. If a pupil makes an error, wait
EVERYTHING
to see if he corrects it. If he doesnt,
AND READ
the teacher will pronounce the word
and have pupils repeat it. Praise
pupils effort.

These programs provide pupils with

Class Based much more than just sitting and
Whole Year
reading experience. Select a book
Round
according to the need of the pupils.
It gives pupils time to read what
they want to read, share what they
4. RETSI have read, and receive the support
Class Based
Read Enjoy Whole Year they need. Daily reading session will
Then Sing it Round last ten to fifteen minutes each day.
This will improve the reading
comprehension skills, develop love
for reading stories, poems, rhymes,
5. Readers and other reading articles. This will
Theater be followed by fifteen minutes in
which pupils can write in their
reading response notebooks. When
School
Summer a pupil completes a book, she asks
Based
the teacher to discuss and share his
reading notebooks.

This calls for creativity and ability of

the teacher to write poetry based on
6. SRC the read aloud narratives or stories.
Summer Verses will then be set to music
Reading choosing very common melodies
Camp familiar to the pupils.

A pupil stands in front of classmates

and read from scripts they hold in
tier hands. Little or few costumes
props or scenery are required. The
pupils are using their voices to
convey well, they must practice the
text before hand in their group,
under the guidance of the teacher or
at home. Invite pupils to perform
their scripts for an audience usually
their classmates.

This activity is done only during

summer to low-performing pupils. All
teachers are scheduled to teach
different topics to increase the
independent level of reading.

THE PLAN OF THE STUDY

Schedule of the administration of phonics.

Phases Duration Inclusive Dates

1. Introduction of 8 weeks June-July 2011
initial sounds
2. Blending into 8 weeks August-September 2011
syllables
3. Introduce three 4 weeks October 2011
letter words
4. Introduce four 4 weeks November 2011
letter words

DATA ANALYSIS/ INTERPRETATION

The researcher used the Philippine Reading Inventory Manual by the

Department of Education to determine the reading ability level of pupils. This
will also served as the basis as to who will be the recipients of the remedial
instruction. The table below shows the results of PHIL IRI Pretest S.Y. 2010-
2011 and S.Y. 2011-2012.

2010- ENROLME Independe Instructional Frustration NON-

2011 NT nt READER
I-ROSE M F T M F T M F T M F T M F T
I-DAISY
II

2011- ENROLME Independe Instructional Frustration NON-

2012 NT nt READER
I-ROSE M F T M F T M F T M F T M F T
I-DAISY
II
SUMMARY

Lack of phonemic awareness will cause a reading failure. Teachers must be

aware of the appropriate strategies which will be effective in the teaching of
non-readers. It is also the positive attitudes of both teachers and pupils
towards reading that will enable the pupils to read.

RECOMMENDATIONS

1. Every teacher must motivate their pupils to develop reading habits and
love for reading.
2. Every pupil must be identified on their reading level.
3. A yearly school based training of teachers in teaching reading.
4. To enhance the development of school library.
5. To talk with parents to minimize absences in the class.
6. To have supplementary reading materials in the class.
7. To award the reading teacher with exemplary performance.

REFERENCES

John Van Der Brink (2007) Teaching Reading a Phonetic or Whole

Language Approach.
Juan Miguel Luz (June 7, 2007) A Nation of Non Readers- Philippine
Center for Investigative.
Anderson, Neil (2003) Mcgraw Hill Practical English Language Teaching
Series.
Surfing the internet