CHAPTER II
Review of Related Literature
Learning reading is one of the most critical parts of an individual that needs to be developed. Learning reading begins at an earl stage of the child which ma come during the !" # ears of age. This is the time that children have started developing their awareness on printed page. To To transfer learning e$ectivel% one must possess strategies or approaches that will wor& out especiall in teaching reading. 'ome strategies or approaches widel used are the phonics ph onics and the (arung&o approach. Phon Phonic ics s is a me meth thod od for for rea eadi ding ng and and writ writin ing g the the Engl Englis ish h lang langua uage ge b develo developin ping g the lea learn rners ers)) phonemi phonemic c awa aware reness ness"" the abilit abilit to hear% hear% identi identif f%% and manipulate phonemes" in order to teach the correspondence between these sounds and spelling patterns * graphemes + that represent them. ,eginning reading instruction tends to assume that children understand basic language terms such as word% w ord% sound% and letters *-o% ,.C.% /012+. Phonics instruction teaches letter" sound associations and how to use these associations to read words. 3hen provided sstematicall% phonics instruction helps childr children en lea learn rn to read read more more e$e e$ecti ctivel vel than than those those non" non" sstem sstemati atic c instruc instructio tions ns without phonics. Phonics bene4ts reading% spelling% and comprehensions in man readers. readers. And a$ects persist persist even after instruction instruction ends. 'peci4call 'peci4call% % phonics phonics helps ounger students at ris& for reading disabilities and older students with reading disabilit *Ehri% L.C.% 5u6es% '.R.% '.A.% and 3illows% 7.(.% 899/+. It is important to ta&e a balanced approach to phonics instruction% teaching children children letter"sound letter"sound association association as well as the letter" letter" se:uences se:uences and rhmes% rhmes% and helping children to use patterns from words that the alread &now to decipher new words *;oswani% /000+.
>?s?"?a?"?t?@ satB+. 'ounds are taught in all position of the words% but the emphasis is on all" through" the long word segmenting and blending. (arung&o and snthetic phonics develops phonemic awareness along with the corresponding letter)s or letters) shape. 'nthetic phonics teaches phonics at the level of the individual phoneme from the onset% not sllables% and not onset and rhme. (arung&o and snthetic phonics involves the children rehearsing the writing of letter shapes alongside learning the letters sound correspondence. 'nthetic phonics introduces irregular words and more tric& words slowl and sstematicall after a thorough introduction of the transparent alphabet code. It also involved a heav emphasis on hearing the sounds all" through" the word for spelling and not on the emphasis on loo&% cover% write% and chec&B. 'nthetic phonics is generall taught before children are introduced to boo&s or reading. It involves teaching small groups of letters ver rapidl% and children are shown how letters) sounds can be co" articulated to pronounce unfamiliar words. In a . D. version of snthetic phonics% e.i. Hic&e)s (ulti 'ensor Language Course *Augur and ,riggs% /008 +% the 4rst bloc&ed of letter" sound is s% a% t% I% p% nFwhich ma&e up more three letter words than an other si letters. In snthetic phonics% teachers put accurac before speed. -luenc *i.e. speed% accurac% epression% and comprehension+ will come with time% but the child understanding of the relationship between letters and the sounds are the all important 4rst step. In other words% children are taught steps which are straightforward and actual wor& before being taught with the complications and variations of pronunciation and spelling of the full alphabetic code.
7espite of phonics predisposition% the 5ational Reading Panel concluded that phonics instruction produces the biggest impact on the growth in reading when it begins in &indergarten or 4rst grade before children have learned to read independentl and it failed to eert a signi4cant impact on the reading performance of low" achieving readers in second to sith grades *5RP% 8999+. The 5RP noted also that it is important to emphasi=e that sstematic phonics instruction should be integrated with other reading instruction to create a balanced reading program. Phonics should not become the dominant component in a reading program% neither in amount of time devoted for it nor in the signi4cance attached *5RP% 8999 p. 8"01+. Educational pschologist ;erald Coles point that phonics has been harmful because it falsel hold out the promise of a simple magic bullet solution to the literac failure of millions of children% especiall those who are
poor% while at the same time discouraging social polic attention to forces both in and out of the schools that inGuence literac outcomes *5RP% 8999% p. /1+.
Theoretical -ramewor&
Teaching and learning to read is anchored on the theor of constructivism of ean Piaget and 'ocial Constructivism of Lev gots&. Constructivism is a new approach in education that claims humans are able to understand the information the have constructed b themselves. According to constructivist theories% learning is a social advancement that involves languages% real world situations% and interactions and collaborations among others. The learners are considered to be the central in the learning process. Learning is a$ected b our preJudices% eperiences% the time in which we live% and both phsical and mental maturit. Piaget)s constructivism eplains the learning process b schemes *the organi=ation of information on how things wor&+% assimilation% *the placing of new information into schemes+% and accommodation *transforming eisting schemes or creating new ones+. Piaget)s developmental theor of learning and constructivism are based on discover. According to his constructivist theor% in order to provide an ideal learning environment% children should be allowed to construct &nowledge that is meaningful for them. -urthermore% gots&)s constructivism believes that learning and development is a collaborative activit and that children are cognitivel developed in the contet of sociali=ation and education. -or learning to occur% the child 4rst ma&es contact with the social environment on an interpersonal level and then internali=es this eperience. As emphasi=ed in Piaget)s and gots&)s constructivism% creating one)s own concept and ma&ing &nowledge is one)s propert% this re:uires that school learning ta&es place in a meaningful contet% alongside the learning that occurs in the real world.
Conceptual -ramewor&
sing (arung&o in teaching learning to read
Improved child reading abilit.
-ig./ is the 7ependent and Independent ariables of the 'tud
The following are terms being used in the stud@
Approach" refers to strategies used to teach reading e$ectivel@ these are the (arung&o or the Phonics approach. (arung&o approach" refers to the method of teaching to read which introduces the sounds *phoneme+ to letters *graphemes+ association in order to pronounce the word. The letters are being sounded out rather than read. Phonics approach" refers to the method of teaching to read which introduces the letter" sound association and used this association to read words.
Chapter III
(ethodolog
This chapter describes the methods and procedures used in the stud. It describes the research design% the participants and locale of the stud% the sources of data% the procedures utili=ed in gathering data% and the analsis of data.
Research 7esign
This stud followed the descriptive research design using the comparative approach. This tpe of design will involve description% analsis% and interpretation of the response and the performance of the respondents. It will focus on the more e$ective approach in teaching reading" (arung&o vs. Phonics.
Participants and Locale of the 'tud
The respondents of the stud are the Pre"Elementar students of 'ta. -e " 'to. 5ino Elementar 'chool. The researchers personall get the population of the respondents in their 89/!"89/# record. There are twent two students being used.
'ources of 7ata
The research used both primar and secondar data. The primar data ill be obtained from the result of direct evaluation of the respondents. A class demonstration and direct evaluation will be conducted. 'econdar data were from boo&s% internet sources% related studies% and other references.
'ampling 7esign
'ince it is diKcult to determine the sample si=e% the researcher will cover the entire population of the Pre"Elementar students of 'ta. -e" 'to. 5i6o Elementar 'chool for the school ear 89/!" 89/# which is 88 students.
Research Instrument
-or this stud% a class demonstration accompanied b direct evaluation was used in collecting the primar data.
7ata Collection Procedures
The researchers sent a letter to the Principal of 'ta. -e" 'to. 5i6o Elementar 'chool to see& an approval to conduct class demonstration and direct evaluation among the Pre"Elementar students.
7ata Analsis
7ata analsis followed after the evaluation phase has been conducted. All answers were treated statisticall using the weighed arithmetic mean or ran&% the highest point will show the e$ectiveness of the approach used in teaching and learning to read.
