ACTION REASEARCH

WORKSHEET

Proposed Title: Phonetic Approach: A Remedial Teaching to Grade 2 Non-

Readers 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 Person Place Verifiable Budget
Frame Responsible 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 Php.
remedial reading -Non-readers 200
reading program to -snack
class non-
readers
and
teachers to
stimulate
students
love for
 reading
Phonemic Introduce March Leah I. Llanto
awareness phonics 12, Reading Printing Php.
and the instruction 2018 Coordinator Classr Materials 150
teaching of to create -Non reader oom
phonics for pathways students
non-readers for non- -Researchers
readers
Teaching Non-reader
and Use students Laptop,
providing different speaker
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.
technology
Adaptation Equip Big
of Reading pupils with Remedial Classro Php. book,
intervention necessary March Reading om 250.00 flashcar
s such as: reading 13, Teacher ds, flip
Remedial materials 2018 charts
sessions to improve
reading
skills
 Implementation Plan

Strategy Time Person Data Source of Instruments Verifiabl

Fram Responsible needed data 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
Students T Flash Cards Sheets

Consonan Day 3 Read CG, LM, Word tile,

t-Vowel- (1 Hr) Researchers three-letter TG, Flip Chart, Monitori
Consonan , word INTERNE mixed letter ng
t Non-reader T Sheets
Students
Day 4 Researchers Read CG, LM, Audio-
(1 Hr) , consonant TG, Visual Monitori
Consonan
Non-reader blend INTERNE Material, ng
t Blend
Students words T TV, Laptop, Sheets,
Speaker,
Flashcards
Reading Researchers Reading CG, LM, Flip Chart, Progres
Simple Day 5 , Aloud TG, PowerPoint s Chart
(1 Hr)
Sentence Non-reader INTERNE Presentatio
Students T n