DAVE C.
PRODIGO
Teacher I/Researcher
RotondaElementary
School
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
ABSTRACT
Phonemic awareness serves as the foundation of all
reading endeavors. Children lacking phonemic awareness will
have difficulty in learning how to read.
The purpose of this study was to assess the reading
readiness of Grade Two pupils of Rotonda Elementary School
through their mastery of the phonemic awareness skills. Fifty-
five respondents were examined using the tool designed by
the researcher. Individual results were gathered to derive the
mean scores of six phonemic awareness tasks and the
accumulated mean scores.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
ABSTRACT
Through the data gathered, it was found out that all six
phonemic awareness tasks are on the Developing level. It was
also discovered that approximately 38 percent of the
respondents are on the Proficient level while 47 percent are on
the Developing level and 15 percent are on the Beginning
level. Moreover, it was concluded that the overall mastery
level of the respondents, based on the accumulated mean
scores of six phonemic awareness tasks, is on the Developing
level.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
ABSTRACT
The results of the study indicated that the Grade Two
pupils have the knowledge of the phonemic awareness skills
but they exhibit confusion on some crucial sounds which make
them commit wrong answers at some points.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
INTRODUCTION
The advent of the K to 12 program has brought major entities
in the Philippine education. Necessary structural innovation was
made especially in the contents taught inside the classroom.
One of the major issues concerning K to 12, as a curriculum,
is the use of mother tongue as the medium of instruction in the
primary level which is far different from the previous curriculum.
English language is introduced in grade one but only limited to
listening. In grade two, English phonemes and phonics are already
taught to prepare grade two pupils to grade three. Thus, focus in
honing phonemic awareness should be materialized in this stage.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
INTRODUCTION
Sousa (2005): “Phonemic awareness is a subdivision of
phonological awareness and refers to the understanding that words
are made up of individual sounds (phonemes) and that these sounds
can be manipulated to create new words.”
Phonemic Awareness is one of the strongest predictors of
early reading success. While there are multiple skills to be learned
before reading can take place, phonemic awareness is the building
block for acquiring the other skills of reading. Phonemic awareness
helps children understand the sounds in speech and to use the
knowledge of speech sounds to decode words (Hill, 2012).
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
INTRODUCTION
As the School Reading Coordinator and a graduate
school student majoring in Reading, the researcher seeks to
find out the readiness of grade two pupils as to how their
phonemic awareness skills are developed. Also, the
researcher sees the significance of the results since it will be
utilized to craft a remediation or enhancement program.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
S TAT E M E N T O F T H E P R O B L E M
This research seeks to measure the
phonemic awareness skills of Grade Two
pupils as basis of their reading readiness.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
S TAT E M E N T O F T H E P R O B L E M
Specifically, the study sought to answer the following questions:
1. What are the levels of phonemic awareness skills of Grade Two
pupils in terms of:
A. Phoneme Isolation;
B. Phoneme Identification;
C. Phoneme Categorization;
D. Phoneme Blending;
E. Phoneme Segmentation; and
F. Phoneme Manipulation
- Phoneme Deletion
- Phoneme Addition
- Phoneme Substitution
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
S TAT E M E N T O F T H E P R O B L E M
2. What is the overall level of reading readiness of
Grade Two pupils based on their phonemic
awareness skills?
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
S C O P E A N D D E L I M I TAT I O N
This study is limited at measuring the reading readiness
of Grade Two pupils through their phonemic awareness skills
in terms of phoneme isolation, phoneme identification,
phoneme categorization, phoneme blending, phoneme
segmentation, and phoneme manipulation.
The study will be conducted at Rotonda Elementary
School. The total population of 55 pupils enrolled in Grade Two
will serve as the respondents of the study. They will undergo
phonemic awareness skills assessment using the phonemic
awareness skills assessment tool designed by the researcher
himself.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
S C O P E A N D D E L I M I TAT I O N
The study will be conducted at the last quarter of S.Y.
2014 – 2015 since it will assess the mastery level in phonemic
awareness of Grade Two pupils.
To determine the reading readiness of the respondents,
the individual results will be consolidated and be compared to
a benchmark designed by the researcher.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
SIGNIFICANCE OF THE STUDY
In achieving the goal of Every Child A Reader Program
(ECARP), the result of this study will provide necessary
information about the reading readiness of Grade Two pupils to
the school administrators and teachers in order for them to
generate programs and activities addressing the reading
needs of the children before they step in to Grade Three.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
R E V I E W O F R E L AT E D L I T E R AT U R E
THEORETICAL FRAMEWORK
According to Yopp (1992), as cited by Hill (2012), in
order to benefit from formal reading instruction youngsters
must have a certain level of phonemic awareness. Therefore, if
students do not have successful reading skills by first grade,
they are not likely to reach reading success in their later years.
In a study conducted by Ball (1991), results indicated
that phoneme awareness instruction, combined with instruction
connecting the phonemic segments to alphabets, significantly
improved the early reading and spelling skills of the children in
the phonemic awareness group.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
R E V I E W O F R E L AT E D L I T E R AT U R E
THEORETICAL FRAMEWORK
A study comparing whole language and traditional reading
instruction cited by Griffith & Olson (2004) shows children who
began first grade high in phonemic awareness did well regardless of
the kind of reading instruction they received.
National Reading Panel (2002) found, on the basis of 52
studies, that phonemic awareness instruction conferred a clear
learning benefit to children. The panel concluded that phonemic
awareness and phonics both should be taught and that it is
important to carefully coordinate the teaching of these skills to
ensure that students may have maximum progress in reading
(Shanahan, 2005).
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
R E V I E W O F R E L AT E D L I T E R AT U R E
CONCEPTUAL FRAMEWORK
Independent Variable Dependent Variable
Phonemic Awareness Skills Reading Readiness Level
• Phoneme Isolation • Proficient
• Phoneme Identification • Developing
• Phoneme Categorization • Beginning
• Phoneme Blending • Inexperienced
• Phoneme Segmentation
• Phoneme Manipulation
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
METHODOLOGY
RESEARCH DESIGN
This study will utilize the descriptive design. It intends to
measure and analyze the Grade Two pupils’ level of phonemic
awareness skills in terms of the different tasks: phoneme
isolation, phoneme identification, phoneme categorization,
phoneme blending, phoneme segmentation, and phoneme
manipulation. It will provide descriptions of the mastery level of
each task and identify their reading readiness.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
METHODOLOGY
RESEARCH LOCALE
This study will be administered at Rotonda Elementary
School. The locale was chosen since the researcher is a
teacher and the Reading Coordinator of the school.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
METHODOLOGY
RESEARCH RESPONDENTS
The respondents of this study will be the 55 pupils of
Grade Two of Rotonda Elementary School S.Y. 2014 – 2015.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
METHODOLOGY
RESEARCH INSTRUMENT
This study will utilize the Phonemic Awareness Skills
Assessment tool and the benchmarks of results which were
designed by the researcher and were duly validated by Ms.
Mervie Y. Seblos, Division English/Reading Coordinator, and
Ms. Prima A. Roullo, EPS I, PSA/SPED/PSE.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
METHODOLOGY
DATA COLLECTION TECHNIQUE
The data to be utilized in this study will be gathered
though testing using the tool designed by the researcher.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
METHODOLOGY
DATA GATHERING SCHEDULE
ACTIVITY PERSONS INVOLVED EXPECTED OUTPUT
1. Testing Teachers, pupils Copy of all worksheets
answered by the
respondents
2. Summarizing and Researcher Copy of summarized and
Presenting data presented date
3. Analysis and Researcher Copy of analyzed and
Interpretation of Data interpreted data
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
Data collection was done through testing using the tool
designed by the researcher. The tool tested the phonemic
awareness skills of the respondents through the six (6)
phonemic awareness tasks: phoneme isolation, phoneme
identification, phoneme categorization, phoneme blending,
phoneme segmentation, and phoneme manipulation.
Necessary results of the assessment were noted based
on the research questions: What are the levels of phonemic
awareness skills of Grade Two pupils in terms of the six
phonemic awareness tasks? and What is the level of reading
readiness of Grade Two pupils based on their phonemic
awareness skills?
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
Figure 1. Mean Scores of Grade Two Pupils in Six Phonemic Awareness Tasks
6.00
4.64
4.40
5.00 4.22 4.25
4.02
3.84
4.00
3.00
2.00
1.00
0.00
Phoneme Phoneme Phoneme Phoneme Phoneme Phoneme
Isolation Identification Categorization Blending Segmentation Manipulation
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
The results presented in the graph are the mean scores
of Grade Two pupils in the six phonemic awareness tasks.
Based on the benchmark on the mean scores of phonemic
awareness skills assessment, it signifies that the mean score
in each PA task is on the Developing level since the entire
mean scores fall between 3.00 and 4.99. This implies that, if
given items on the six phonemic awareness tasks, the Grade
Two pupils exhibit knowledge of the skill in every task but show
uncertainty in some areas that is why they commit mistakes at
some points.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
It is notable that the respondents gained the highest
mean score of 4.64 in phoneme identification. This means that
they are more likely to score the highest in items that require
identification of the common sound in a given set of words. On
the other hand, the Grade Two pupils scored the lowest in
phoneme segmentation wherein they got 3.84. This indicates
that they find difficulty in identifying the number of sounds in a
given word.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
Figure 2. Mastery Level of Grade Two Pupils
50
40
26
30
21
20
8
10 0
0
Proficient Developing Beginning Inexperienced
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
Figure 2 gives an in-depth focus at answering research
question number 1 and it gives detailed information about the PA
skills mastery level of Grade Two pupils.
The graph shows that most of the Grade Two pupils belong
to the Developing level wherein 26 pupils or approximately 38
percent of the total population scored 19 to 27 points based on the
benchmark of total scores. This indicates that most of the Grade
Two pupils exhibit knowledge of the different phonemic awareness
skills but show uncertainties in some areas. Thus, these pupils still
need intervention specifically giving them enhancement activities
focusing on crucial vowel sounds and letter-sound relationship to
fully develop their mastery of the different PA tasks.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
Also, 21 pupils or approximately 47 percent of the population have
proficient mastery level of PA skills. These pupils scored between 28 and
36 on the benchmark of total score. This implies that 21 Grade Two pupils
have fully mastered the skills in all PA tasks. PA tests will be easily
answered by these pupils since they have mature understanding of the
letter-sound relationship. Thus, these pupils are ready to be engaged in
phonics activities.
Apparently, 8 pupils belonged to the Beginning level. These pupils
gained a total score between 10 and 18. This means that these pupils find
difficulty in recognizing the different sounds of the English alphabet giving
them a slow catch up on the different phonemic awareness tasks. Thus,
these pupils need an intensive remediation on letter-sound relationship to
help them cope with the required skills.
While there are no pupils belonged to Inexperienced level, focus
should be given to those pupils who struggle at letter-sound identification.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
Figure 3. Summary of Mean Scores
Phoneme Phoneme Phoneme Phoneme Phoneme Phoneme
TOTAL
Isolation Identification Categorization Blending Segmentation Manipulation
4.40 4.64 4.22 4.02 3.84 4.25 25.37
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
The data presented by the table show that the mean scores
of the respondents gained a total score of 25.37. Based on the
benchmark of total scores, the overall mastery level of Grade Two
pupils is on the Developing level since it falls between 19 and 27.
This indicates that the respondents already have the knowledge on
the six phonemic awareness skills but they have a weak
understanding and awareness of some crucial sounds. Since the
total mean score is 25.37 or approximately 70.47 percent of the total
number of items, it can also be noted that, if given a test which
requires the same set of skills, the Grade Two pupils are more likely
to get 70 to 71 percent of the items correctly.
Since the overall mastery level of the Grade Two pupils is on
Developing level, enhancement activities on letter-sound relationship
should be a regular routine given to them. Furthermore, thorough
instruction on the crucial sounds especially the vowel sounds should
be given emphasis.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
CONCLUSION
Phonemic awareness is the understanding that speech is
composed of series of individual sounds. Phonemic awareness tasks
demand that children analyze or manipulate the units of speech rather than
focus on meaning (Yopp, 1992).
This study was made to assess the mastery level of phonemic
awareness skills of Grade two pupils in terms of the six phonemic
awareness tasks.
After collecting the data from the tests given, it was found out that
the mean scores of 55 respondents in all phonemic awareness tasks
corresponded to Developing level. Furthermore, based on the data
gathered, approximately 38 percent of the Grade Two pupils are proficient
in all phonemic awareness tasks while 47 percent are have the mastery
level of Developing and 15 percent belong to the Beginning level.
The study presented the overall result based on the accumulated
mean scores and it was concluded that the reading readiness of Grade Two
pupils is on the Developing level.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
R E C O M M E N D AT I O N
Based on the findings of this study, there are a few particular
recommendations can be made.
First, an intensive remedial program on letter-sound relationship
should be devised by the teachers for those who belong to the Beginning
level and in-depth activities on crucial sounds like vowels should be given
to Grade Two pupils who belong to the Developing level. Grade Two pupils
who are in the Proficient level should be given complex activities on sounds
to make them ready for phonics activities.
Second, in designing the summer reading program, the
respondents should be included to remediate their problems in phonemic
awareness and enhance the knowledge of those who are already skillful to
prepare them to phonics activities.
Third, to the other researchers, a follow-up research to identify the
factors that affect the phonemic awareness skills of Grade is
recommended.
“Reading Readiness of Grade Two Pupils Based on Phonemic
Awareness Skills Assessment”
THANK YOU !!!
