IMPROVING WORD RECOGNITION OF GRADE TWO LEARNERS

THROUGH RHYMING WORDS ACTIVITIES

An Action Research Proposal Presented to the Faculty of the

College of Teacher Education
CAGAYAN STATE UNIVERSITY
Gonzaga, Cagayan

In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF ELEMENTARY EDUCATION

SHERLYN MAY R. OBERITA

VANEZA JHOY D. ELICOT

S. Y. 2022-2023
I. CONTEXT AND RATIONALE

Word recognition skills is the first step of an individual in learning to

read. Reading is a difficult process, which is why so many children fail to

become great readers. It is very important for individuals to correctly detect

words when learning to read since reading is impossible without recognizing

words. However, word recognition alone is insufficient. Word recognition is

the initial stage in making meaning of reading.

Literacy Information and Communication System (LINCS) “the ability

of a reader to recognize written words correctly and virtually effortlessly”. It is

sometimes referred to as “isolated word recognition” because it involves a

reader’s ability to recognize words individually from a list without needing

similar words for contextual help.

Before children can begin to read, they need to understand the

relationships between a symbol or a combination of symbols and the sound, or

sounds, they represent. The ability to sound out or decode words is an

important step in reading. When children correctly sound out a word, they are

able to map it to their listening and speaking vocabulary. With a lot of

practice, children begin to recognize many words automatically. The more

words children recognize the easier it is for them to read. However, always be

unfamiliar words children must sound out. For this reason, decoding or

sounding out words remains an important skill. The understanding of

sound/symbol relationships is complicated by the fact that some of the sounds

in English are represented by more than one symbol or combination of

symbols. For example, the /f/ sound can be represented by the single

consonant f as in fat, the consonant combination of ph as in phone, or gh as in

laugh. There are many exceptions, especially when it comes to vowel sounds.

For example, the long e sound can be represented by e as in me, ee as in bee,

ei as in receive, ie as in believe, ea as in leaf, and the e-consonant-silent e

pattern as in Pete. Furthermore, some letters represent more than one sound,

for example, the c in car and circus and ea in dead, bead, and steak. These

exceptions faced by beginning and struggling readers make learning to read all

the more challenging. However, it is important to point out that 84% of the

words in English have regular and consistent spelling patterns, and only 3%

are highly irregular. There are strategies readers can use to read unfamiliar

words. When you work with children who are having difficulty reading words,

you can use the following strategies to help them decode, pronounce, and

understand unfamiliar words. First help students attack words piece by piece.

Remember, it is best to guide and model rather than tell. It is always good to

ask if the word makes sense or sounds right in the sentence. But do not let the

child struggle too long. If he or she cannot figure out a word after applying

sound/symbol relationships and thinking about whether it makes sense, tell

him or her the word and get on with reading

To teach students word recognition so that they can achieve this

automatically, students require instruction in: rhyming words activities. It

helps students learn to identify words and word’s part. Students need to be

taught in specific word recognition strategies that become automatic and

effortless. Therefore, giving children different strategies of word recognition

using rhyming activities will allow them to progress at an appropriate rate.

These strategies can help of an individual in learning to read.

 This action research will be undertaken to help the grade 2 pupils of

Tapel Elementary School to enhance their word recognition through rhyming

word activities.

II. ACTION RESEARCH QUESTION

This research aims to make an action plan to determine the effectiveness of

rhyming word activities in enhancing word recognition of Grade 2 learners.

Specifically, it seeks to answer the following questions:

1. What is the learner’s level of word recognition before and after the

implementation of the intervention program?

2. Is there a significant difference between the post-test and the pre-test

before and after the implementation of the intervention?

3. What recommendations can be proposed to improve the use of rhyming

word activities?
III. PROPOSED INNOVATION AND INTERVENTION STRATEGY

Tapel Elementary School has 20 Grade two learners where in 3 of them

are struggling in recognizing words. The study will be conducted for 2 weeks, 5

times a week 1 hour per session, a total of 10 sessions. The researchers conduct

first a pre-test for the learners to identify what are their levels in reading. The

researchers identified that the learners still struggling in recognizing some letters

which made it a little difficult for them to read words these reason became the

basis of the intervention plan that is why the researchers conducted 10 rhyming

word activities that are gradually from easy to hard to improve their word

recognition.

The following are the 10 sessions for Rhyming Word Activities:

Session 1, “Recognizing the alphabet from A-Z”- The researchers shows flash

cards of alphabets to the learners. The learners should individually identifies all the

letters of the alphabet correctly. After identifying the letters the learner who has the

highest score was given a reward. The letters that they do not identify will be taught

to them again until they perfect identifying the alphabet letters.

Session 2, “Letter Sound” - The researchers will present a video presentation

of all the alphabet letters with an audible sound of each letters. After watching the

researchers will sound out a letter then the learners will identify what letter does the

researcher sounds out. The learner who got the highest score was given a reward.

Session 3, “Recognizing vowel letters of the alphabet”: The researchers

present vowel letters to the learners and teach them the right pronunciation of the

letters as well as the sound of the vowel letters. After that the researchers jumbled the

vowel letters and make the learners recognize the letters. The learner who got highest

score in recognizing vowel from jumbled vowel letters was given a reward.
 Session 4, “Combination of Vowel and Consonant”- The researchers presented

consonant+vowel for ex. b+the vowel a,e,i,o,u, . After that the learners will

individually read the prepared consonant+vowel words. These words are all

consonant letters plus the vowel letters. The learner who got the highest score was

given a reward.

Session 5, “Letter Wheel” The researchers present a Ferris wheel like with

vowels on its sides. It has 10 vowel letters repeated but reversed for example

a,e,i,o,u,u,o,i,e,a. The researcher will first pick a consonant letter and bring it closer to

the vowel letter on the wheel, the learner will try to read the word that will be formed

and the researcher will rotate this consonant letter until it reaches the last vowel letter.

The learner who read the most words was given a reward.

Session 6 “Rhyming Form Words” The researchers cut a card with word and

picture box on the right side with blank on the left side. For example, the word “Aba-

Iba, Oso, Aso, Ulo-Ubo, Isa-Ina, Ipon, Ibon, Ama-Paa” The students will fill the

blank by forming letter to form rhyming words.

Session 7 “Word Members” The researcher will think a word that can easy for

them for example by combining 2 to 4 syllables to make a rhyming word and jumbled

it. “i-ba-ka, a-ba-ka, baliw-giliw, mesa-misa, halik-balik, lolo-ulo, bata-baha, nanay-

anay, pangit, langit, tunay-tibay, bahay-buhay”. Ask each of them to find the correct

rhyme pair of the words. The students who got the correct answer will be awarded.

Session 8 “Count Rhyming” The researchers say a word and let the students

show you how many sounds the word makes. For example, a-wa=2 sa-wa=2, ga-wa=2

ba-ta=2, ka-ba=2 ku-ba=2, ka-bi-bi=3 i-ta-bi=3, ka-sa-ma=3 ku-si-na=3, i-sa-ma=3,

pa-sa-da=3, gu-ma-me-la=4 nga-la-nga-la=4, a-bo-ga-do=4 pi-li-pi-no=4 The students

will raise a 2, 3, 4 number if the rhyming words are correct in count.

 Session 9 “Clap To It” The researchers will show a letter word and let the

learners clap for each sound. For example, show a word i-yo yo-yo, ha-yo pa-yo, ye-

ro ye-so, ka-ba-yo tu-ma-yo, ma-no a-ni-no, u-na-no ga-na-do, ma-na ha-ba, hi-ga ka-

ba, ba-ka ku-ba, mu-ra ga-ra, bi-da lo-la, go-ma wa-la. The learners will clap how

many rhymes on the word while saying it.

Session 10 “Star Rhyme” The researcher will cut any pieces of hard paper to

make shape of star. Each of the star has a word on its side and there one letter written

on the middle of the star for example A is on the middle of the star and on the side of

the star has a words for example, go, ho, po, do, bo and more star to make or form a

rhyming words.

IV. ACTION RESEARCH METHODS

This research study used the descriptive-experimental research design wherein it
will be centered to the effectiveness of the intervention to the performance of the
learners.

A. Participants and Other Source of Data

The study focuses on enhancing word recognition through rhyming

word activities. The participants of the study will be the selected (3) Grade 2

pupils of Tapel Elementary School, Gonzaga District, Cagayan, for SY 2022-

2033 they were identified by their adviser as learners who have difficulties in

word recognition. Therefore, this study will use purposive sampling technique,

because the researchers will implicitly choose the same learners as participants

to the remedial program.

 B. Data Gathering Methods

The researchers conducted a pre-test of 50 words for the learners to read

and record how many words they recognized to evaluate the prior knowledge of the
learners in word recognition. After the pre-test the researchers identified that the
learners still struggling in recognizing some letters which made it a little difficult for
them to read words these reason became the basis of the intervention plan. Learners
are evaluated and got their scores individually according to their performance. The
result on the activity will be recorded and will review if the learner’s word
recognition shows improvement or not. The same activity will be given as their post-
test after the implementation of the intervention plan. The result will be computed
and analyzed to find out the significant difference.

C. Ethical Issues

To ensure of the observance of ethical standards, the researchers will

follow a number of guidelines through the conduct of research. Initially the

researcher will obtain a formal approval from the school principal, class

adviser, and parents. The researchers will get consent from the respondents

and make it known to them that their participation is needed. All provisions

will be made to offer anonymity and confidentially to all participants in the

study

D. Plan for Data Analysis

The study used experimental research design. Experimental

research design is concerned with examination of the effect of
independent variable on the dependent variable, where the independent
variable is manipulated through treatment or interventions, and the
effect of those interventions is observed on the dependent variable.
Null Hypothesis- There is no significant between the pre-test and post-
test, or the use of the guided reading did not affect the pupil’s word
recognition.
 Alternative Hypothesis- the post-test result is higher than the pre-test
result.
The data were summarized, translated, and arranged with the used of
the following statistical tool techniques:
1. Mean will be computed to analyze the scores from the pre-test and post-

test and will answer question no. 1.

2. Paired Sample T-test- will be used to test the significant difference

between the pre-test and post-test scores of the learners. Their respective

mean pre-test and post-test scores will be computed and tests for

significance at .05 level of significance, and will answer question number

2 and 3.

V. Discuss and Reflections

To Enhance the word recognition of grade 2 pupils learners, the researchers will

use rhyming word activities before and after the intervention. The Activity “Let’s

Rhyme” was used, where in the learners will read 50 different rhyming words. Each

learner will read the 50 different words, the words they will read will be recorded.

As shown in figure 1, the word recognition of the three participants during the

pre-test revealed that student 1 read 21 correct words over 50, student 2 read 14

correct words over 50 and student 3 read 25 correct words over 50. The researchers

conducted 10 sessions of rhyming word activities to enhance their word recognition.

After the intervention activities a post test was conducted. Figure 1 also shows the

result of the post test scores of the participants. It is found out that student 1 has read

48 correct words over 50, student 2 read 42 correct words over 50 and student 3 read

50 words over. It also shows that the intervention plan were effective.
 Figure 1
Let’s Rhyme
60

50

40

30

20

10

0
Student 1 Student 2 Student 3

Pre Test Post Test

Table 1. pre-test and the post-test scores of the participants.

The table 1 below shows that In the pre-test the level of word recognition of

the participants has a mean of 20.00 in the 50 items test Therefore it is identified that

the learners have difficulties in word recognition. Table 1 also shows that in the post

test, the mean score of the participants has 46.67 and revealed that the intervention

plan was effective.

Respondents no. Pre-test Score Post-test Score

Student 1 21 48

Student 2 14 42

Student 3 25 50

Sum 60 140

Mean 20.00 46.67

 Table 2. T-test analysis of difference between pre-test and the post-test

scores of the participants.

It has found out that the post-test scores are higher than the pre-test scores of

the learners. The mean of the post-test scores is 46.67 while the mean in the pre-test

scores is 20.00. The t-test analysis of difference revealed a probability value of

0.00109 which is lower than .05. Therefore, null hypothesis (Ho) of the pre-test and

post-test scores are equal is rejected, and the alternative hypothesis (Ha) that the pre-

test and post-test scores are not equal is accepted. These results means that the

learners performed better in the post-test scores than in the pre-test. It further means

that the intervention introduced to them was effective in enhancing/improving their

word recognition ability.

Decision: reject HO since the probability level is lower than .05.

Respondents no. Pre-test Score Post-test Score

Student 1 21 48

Student 2 14 42

Student 3 25 50

Sum 60 140

Mean 20.00 46.67

T-Test Probability 0.00109

 CONCLUSIONS

Based on the presentation and analysis of the data collected, the researchers

saw marked growth in word recognition among the three participant. Well planned,

explicit, instructional times within the context of the existing curriculum were central

to the success of this intervention. Some of the interventions included direct teaching

of alphabets, Letter sounds, Letter Wheel and Count Rhyme

The intervention through rhyming words activities were effective. (insert rrl)

The first casual connection in the theory, proposing that rhyme awareness

reading, has widespread influence on teaching. There is a debate over whether

children’s early rhyme awareness has important implications for beginning reading

instruction. The apparent findings that pre readers are able to perform rhyme tasks

much more readily than phoneme tasks has led some to propose that teaching children

to read by drawing attention to rhyme units within words is ‘a routine into phonemes’.

We therefore conclude that teachers need to continue phonemic awareness instruction

in second grade to ensures that pupils maintain skills to facilitate the development of

the reading process.

 RECOMMENDATIONS

To enhance or improve word recognition, the researchers recommend a variety

of rhyming words activities that suited to the different learning styles of the learners.

For instance, before learners able to enhance words, letters and sounds the alphabet is

mastered first to know how to construct the blending of words.

The researchers suggest on focusing more on learning rhyming words

activities to enhance the word recognition of grade two pupils. The researcher

recommend to implement more phonemic awareness activities specially in teaching

rhyming words of the grade two learners who has difficulties in identifying certain

word recognition. The researchers recommend that the materials that are needed in the

activities must be appropriate in the age of the learners and make sure that it is safe

for them to use.

IV. Plan of Action for Dissemination and Utilization
STRATE Progra Activity Task Resources Timeline
GIES m Human Mater Fina
ial ncia
l
RHYMIN Enhanci A. Action Propone Ballpe 50.0 Novemb
G ng the Research n
research nt 0 er 2022
WORDS word Conceptu
ACTIVITI recognit alization proposal 400.
ES IN ion of Printin
B. writing g 00
ENHANCI grade
NG Research
two Approval 50.0
Folder
WORD
learner 0
RECOGNI
TION through C.
Research
rhyming Implemen Expen 1000
word tation se .00
activitie D.
Research Trans 400.
s.
portati
Finalizati 00
on
on

E.
Research
Dissemin
ation and
Utilizatio
n
Research Propone January
Proposal nt 2023
Approval CTE
screenin
g
committ
 ee
Research Propone January
Impleme nt 2023
ntation Particip
ants
Research Propone January
Results nt 2023
Finalizati
on
Research Propone January
Final nt 2023
Approval CTE
screenin
g
committ
ee
Research Propone
Submissi nt
on
Total 1,
902

VI. References

https://en.m.wikipedia.org/wiki/Word_recognition?
fbclid=IwAR0ZUQuBAH4SxaaD_cl8Ry0rQsmUYF6HglrR3n3DiIgohVHNN
wMKFKfMz_c

Snow, C. E. (Chair). (2002). Reading for understanding: Toward an R & D

program in reading comprehension. Santa Monica, CA: Rand. Retrieved
from http://www.prgs.edu/content/dam/rand/pubs/monograph_reports/2005/
MR1465.pdf

Garnett, K. (2011). Fluency in learning to read:

https://milnepublishing.geneseo.edu/steps-to-success/chapter/3-word-
recognition-skills-one-of-two-essential-components-of-reading-
comprehension/PDF
 https://www.readingrockets.org/article/phonics-and-word-recognition-
instruction-early-reading-programs-guidelines-children-reading

(Goswami, 1999a, p. 233). www.research.gate.net

I. Financial Report
Activities Item Quantity Unit Unit Total
Description Cost Account
Implementation Ink 1 set 1,400 1,400.00
of Action Bond paper 1 ream 220 220.00
Research Folder 3 pcs 12 36.00
Glue 1 pc 25 25.00
Marker 3 pcs 15 45.00
Double sided 1 pc 30 30.00
Tape 1 pc 35 35.00
Cartolina 5 pc 10 50.00
Prizes 1 pack 120 120.00
Expenses 500 500.00
Transportation 500 500.00
Submit the
Full-Blown
Research
Dissemination
of Action
Research
TOTAL