REMEDIAL TEACHING TO NON-READERS USING PHONETIC

APPROACH

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.
STATEMENT OF THE PROBLEM

What is the performance of non-readers before and after the remedial lessons in
reading using the phonetic approach?

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.
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).

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.
INTERVENTION WHEN WHERE Implementation Process Mechanics
Implemented Implemented
1. LEA Whole Year Class Based The child is encouraged to express his
Language Round thoughts, ideas, and feelings. The
Experience 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. Following each
sentence, the teacher reads the whole
sentence to the group. Using his hand
to underline the word being read.
2. PAIRED Whole Year Class Based
READING Round
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 readers can easily view
it. Begin reading together. Adjust
intonation and rate to pupils level of
proficiency. Read with distinct and
expressive voice. The pupils should
follow the text with a finger as he reads.
If a pupil makes an error, wait to see if
3.DEAR Whole Year Class Based he corrects it. If he doesnt, the teacher
DROP Round will pronounce the word and have pupils
EVERYTHING repeat it. Praise pupils effort.
AND READ

These programs provide pupils with

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

A pupil stands in front of classmates

and read from scripts they hold in tier
6. SRC Summer School Based hands. Little or few costumes props or
Summer scenery are required. The pupils are
Reading Camp 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 initial 8 weeks June-July 2011
sounds
2. Blending into 8 weeks August-September 2011
syllables
3. Introduce three letter 4 weeks October 2011
words
4. Introduce four letter 4 weeks November 2011
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.

2010-2011 ENROLMENT Independent Instructional Frustration NON-

READER
I-ROSE M F T M F T M F T M F T M F T
I-DAISY
II

2011-2012 ENROLMEN Independent Instructional Frustration NON-

T 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