Republic of the Philippines

Department of Education

Caraga Administration Region

Division of Butuan City

District

AMPARO CENTRAL ELEMENTARY SCHOOL

Amparo, Butuan City

Word-List Method: An Intervention to Improve Word Recognition Skill of Among

Grade V Learners of Amparo Central Elementary School

Presented by:

Laarni C. Berandal

Teacher III

February, 2023
I. Context and Rationale

21st century learners are expected to have fundamental skills in reading,

writing, and arithmetic. Being thoroughly equipped with knowledge necessitates skills

for a person to be able to access, comprehend, and apply knowledge. Every learner

who begins elementary education generally scoops up reading during their typical

phases of development and growth. Every learner has to possess outstanding word

recognition skills to fully possess reading comprehension skills to successfully

undertake the educational goals and objectives that are required in classroom

settings. However, even if some children learn to read, they have difficulty reading

fluently and experience problems understanding what they read (Aşıkcan & Saban,

2021). Fluency (the ability to read with sufficient ease and accuracy) includes

accuracy in word decoding, which will lead to recognition and word expression, or

correct pronunciation, known as prosody, and reading speed (Ganeb and Morales,

2018). Each facet of fluency is strongly linked to text understanding (Hudson et al.,

2008).

In line with this, the Philippines, as a multilingual country, has a different

scene setting when it comes to the institutionalization of a national policy requiring

mother tongue-based multilingual education (MTB-MLE) in the primary school years

(Burton, 2013). With regards to such implementation, many studies have long

supported the use of the mother tongue as the language of instruction. We cannot,

however, argue against the premise that adding other languages to the medium of

instruction, such as the mother tongue, may enable learners to become more

linguistically confused as they switch between different language mindsets

throughout the many subjects they enroll in at school.

Moreover, difficulty in word recognition significantly affects the readers’ ability

to understand the text (Han, 2015). Challenges encountered in word recognition

lower attention in reading, reduce reading speed, and trigger rereading just to acquire

the meaning of the text (Beech, 2010). In addition, word recognition issues that arise

when students encounter certain terms or if they lack fluency in word recognition are

the most causative factors of reading dysfluency. When faced with new terminology,

readers may mistake a word's usage or meaning, forget the meaning of a word, or

not comprehend the significance of other terms in the text. Furthermore, Kolawole

and Dele (2002, in Wyk et al, 2016) contend that a firm foundation in English

language is very important for better academic performance. They further suggested

that the number of years of study and teaching periods in English should be

increased.

In the context, Grade 5 (five) pupils of Amparo Central Elementary School

were observed and experiencing a low level of word recognition in English.

Moreover, the performances of the pupils were taken and identified twelve (12) male

pupils and sixteen (16) female students, a total of twenty-eight (28) students who has

an result sa oral reading.

As observed with slow reader having a low level of word recognition, the

researcher believed that the low level of word recognition of the Grade five (5) pupils

in English have something to do with the learning situation of the learners. The

researcher feels further that through implementation of insert method/strategy,

wherein the identified learner can enhance their reading ability.

I. Research Questions

Specifically, it sought to respond to the following questions:

1. What is the level of word recognition skill of the Grade 5 learners before

implementing the Word-List Method?

2. What is the level of word recognition skill of the Grade 5 learners.after

implementing the Word-List Method?

3. Is there any significant difference between in the word recognition skill of the

Grade 5 learners before and after the implementation of the Word-List Method?

II. Proposed Innovation, Intervention, and Strategy

III. Methodology

a. Sampling

b. Data Collection

c. Data Analysis Plan

IV. Time Table/Gantt Chart

V. Cost Estimates

VI. Plans for Dissemination and Utilization

References