Development and validation of sound spelling module in reading for grade one pupils
Type
Thesis
Authors
Category
Pages
101
Abstract
Reading is one of life's basic skills. It is a basic tool for learning in all subjects. It is a skill that arouses one to discover the meaning of one's existence. It is the basis and foundation of one's personal growth and success This study attempted to design, develop and validate sound-spelling module for reading in grade one pupils at Kasarinlan Elementary School during the school year 2016-2017.
The researcher tested the hypothesis that there is no significant difference between the reading levels of the grade one pupils during pre-test and post-test in terms of phonemic awareness, word recognition, reading fluency, vocabulary and comprehension. throughout one's life.
The descriptive method was applied in this study because this is used when describing a situation or area of interest factually and accurately. It is something more beyond just data gathering. Descriptive research describes what it is. The descriptive method was utilized to ascertain existing conditions involving reading levels in terms of phonemic awareness, word recognition, reading fluency, vocabulary and reading comprehension of Grade 1-Makakalikasan pupils in Kasarinian Elementary School.
To determine the difference in the pre-test and post-test under reading level classification, t-test for dependent or correlated means was interpreted at 39 df, 0.05 level of significance.
Based on the data gathered and analysed, the following were the findings of the study. From the response of the 15 teachers who answered the survey questionnaire, answering vocabulary and comprehension questions were among the highest difficulty encountered by the Grade One pupils with weighted mean of 4.53 and 4.6. The researcher noticed the difficulty of the pupils in phonemes which affect most of the rest of the classification of reading. Among her observations, only 2 pupils out of 40 students were able to distinguish specific sounds in words, pupils interchange "e" to "T", "b" to "d", and vice versa. Pupils also used short vowel sounds for words with long vowel sounds Based from the agreed upon outcomes of 15 teachers who answered the survey questionnaire, the following were the results: 8.17 or 0.54% of Grade One pupils in Kasarinlan Elementary School falls under the classification of average reading level while 5.33 or 0.36% falls under slow reading level
Also, based from the results of the pre-test/post-test conducted to Grade 1-Makakalikasan, the data revealed that during pretest the average reading level were: Phonemic awareness slow to average, Word recognition slow to average, Reading fluency - syllable to average. Vocabulary - slow to average. Comprehension-syllable to slow
The results revealed that there were increases in reading level as compared to the pretest scores when the proposed module was implemented, In view of these results, the stated hypothesis is therefore rejected. This
means that there are significant differences on the pretest-posttest mean score
of the pupils with the implementation of the modules.
The overall mean of the survey questionnaire was rated 4.6 which means that the developed module is highly accepted. Therefore, the same reading module may be developed or proposed for moving to the next level off difficulty in enhancing the reading ability of the pupils.
The researcher tested the hypothesis that there is no significant difference between the reading levels of the grade one pupils during pre-test and post-test in terms of phonemic awareness, word recognition, reading fluency, vocabulary and comprehension. throughout one's life.
The descriptive method was applied in this study because this is used when describing a situation or area of interest factually and accurately. It is something more beyond just data gathering. Descriptive research describes what it is. The descriptive method was utilized to ascertain existing conditions involving reading levels in terms of phonemic awareness, word recognition, reading fluency, vocabulary and reading comprehension of Grade 1-Makakalikasan pupils in Kasarinian Elementary School.
To determine the difference in the pre-test and post-test under reading level classification, t-test for dependent or correlated means was interpreted at 39 df, 0.05 level of significance.
Based on the data gathered and analysed, the following were the findings of the study. From the response of the 15 teachers who answered the survey questionnaire, answering vocabulary and comprehension questions were among the highest difficulty encountered by the Grade One pupils with weighted mean of 4.53 and 4.6. The researcher noticed the difficulty of the pupils in phonemes which affect most of the rest of the classification of reading. Among her observations, only 2 pupils out of 40 students were able to distinguish specific sounds in words, pupils interchange "e" to "T", "b" to "d", and vice versa. Pupils also used short vowel sounds for words with long vowel sounds Based from the agreed upon outcomes of 15 teachers who answered the survey questionnaire, the following were the results: 8.17 or 0.54% of Grade One pupils in Kasarinlan Elementary School falls under the classification of average reading level while 5.33 or 0.36% falls under slow reading level
Also, based from the results of the pre-test/post-test conducted to Grade 1-Makakalikasan, the data revealed that during pretest the average reading level were: Phonemic awareness slow to average, Word recognition slow to average, Reading fluency - syllable to average. Vocabulary - slow to average. Comprehension-syllable to slow
The results revealed that there were increases in reading level as compared to the pretest scores when the proposed module was implemented, In view of these results, the stated hypothesis is therefore rejected. This
means that there are significant differences on the pretest-posttest mean score
of the pupils with the implementation of the modules.
The overall mean of the survey questionnaire was rated 4.6 which means that the developed module is highly accepted. Therefore, the same reading module may be developed or proposed for moving to the next level off difficulty in enhancing the reading ability of the pupils.
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