English is one of the difficult languages to learn. English as a subject is usually associated with Phonic Method of teaching. A remedial reading program is necessary for slow readers and/or to those who performed lower than the average. Some children learn that certain letter make certain familiar sound which they repeat in unison and separately until they master it, this kind of learning and some behavioral problems call for a remedial teaching or a more pedagogical approach in giving didactic assistance. In the Grade V Level of our school, after giving assessment to pupils with difficulty, using Phil-IRI , SRA Reading Readiness Materials plus their classroom performance ,there are 20 pupils belonging to Frustration Level that need Remedial Assistance and 3 of them are decoders or belonging to the group that struggles to break words to component sounds or Phoneme. Remedial Reading Program is needed but through this research using the Phonemic Approach in Reading and the regular continuous practice in reading using the SRA Reading Laboratory Materials for a period of time, then these pupils can join their regular group.
Remedial Reading activity helps pupils with reading problems. This research will help the phonological awareness of the pupils thus enable them to read words accurately and automatically which is the goal of good Phonics Instruction. The Phonetic way of reading is introduced and the use of SRA will enhance the continuous practice necessary in meeting good understanding in reading as well as to write and to spell.
What is the performance of Grade V Slow Readers before and after the remedial lessons in reading using the phonetic approach and SRA Reading Laboratory Materials as exercises?
This study intends to: Use Phonetic approach to Grade V Pupils Remedial Class and use SRA Reading Laboratory Materials for the program. Evaluate the strategy used by the teachers who are handling remedial classes in Grade V and Compare the performance of slow- readers before and after the remedial lessons in this program.
Didactic- intended to convey instruction and information as well as pleasure and entertainment Alphabet cards- used to teach correct names and sounds of the letters of the alphabet Phonetic-breaking words to sounds called phoneme, then decode words by sounding the letters then to written form.
This study will be deemed important for the recognition of remedial Teaching to Slow Readers using phonetic approach for exercises and this will guide teachers in facilitating reading process and lead pupils to enhance in mastering the basic skills in their level.
This action research is design for the slow-readers. Learners need a close contact with their teachers for their lesson as they need to master each letter sound. Mastery will enable them to establish a good foundation of a good reader.
When children learn the sound of certain letters, and when those letters are in combination, they learn to blend those letters and forms a word, it is the Phonetic approach , then they become comfortable forming word, they learn to think about its meaning and decoding them leads to thought or its real meaning. Practice reading is necessary and the use of will help them master basic skills in reading and develop enthusiasm for reading.
The participants are Grade V pupils who are identified as slow- readers for the school year 2013-2014. The 20 participants are coming from different sections after an assessment made by the researcher. This Remedial Teaching Approach is targeting the pupils under the Remedial Reading program for Grade V of the current school year. The program is done in a vacant room on opposite session of the regular class hours, thrice a week 1½ hour/day. There are 5-7 pupils in every session which will last for more than 5 months.
