Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6970581, ISSN 2822-4353

Research Article

Project P-TER Phonics/Phonemes Through Effective Reading

Romarie B. Punongbayan*
For affiliations and correspondence, see the last page.

Abstract

Reading as a field of teaching is considered one of the most important areas of teaching if not actually
the most important ever. It is said to be one of the most necessary academic skills. Also, it is major
support upon which the teaching/learning process is built. Thus, this study produced instructional
materials, videos, and flashcards to be pasted in the above area of the board to fully familiarize
sounds and letters. Based on the findings of the study, the use of an innovative approach in teaching
reading using Project P-TER improves the reading fluency performance of grade one students, and
the results differ significantly. Furthermore, the use of Project P-TER was able to improve the
academic performance of grade one because they can read and comprehend better benefited the most
attributed to their enhanced individual ability to respond in constructivist approach, where learners
connect meaning with experience.

Keywords: Reading, Phonics, Phonemes, Action Research, Basic Education

Introduction frustration, and worst school dropout (Au, 1998; Clay,

A great French writer once whispered, "To learn to
read is to light a fire; every syllable that is spelled out
is a spark." A reporter, without trying to exaggerate
Hugo’s statement, said, "Today a reader, tomorrow a
leader."
Reading catastrophe is a severe national problem and
cannot simply be attributed to poverty, immigration, or
the learning of English as a second language. Among
the pupils of public elementary education, there are
reported cases that because of the growing population
of classes handled by one teacher in every classroom,
as well as the paperwork done by the teachers, reading
and reading comprehension are said to be left behind
to some grades especially from grades one to three.
Seminars and meetings are reported also to be a
hindrance in focusing on teaching reading. Also, the
issue of not having standardized material that the
teacher used appears one of the difficulties. Reading is
the cornerstone of education and the foundation of
lifelong learning. If the children are not independent
readers, it is unlikely that they will be unsuccessful in
the middle grades and beyond. That is why project P-
TER or Phonics/Phonemes through effective Reading
materialize in Francisco S. Brosas Memorial
Elementary School.
It is generally predictable that students who did not
succeed in learning how to read in their early years of
education often have troubles in all learning areas or
because reading is always linked to the other subject.
In most cases, this postponement can lead to depriving
confidence, high rates of behavioral problems,
1991; Delpit, 1995; Gee, 2001; Pressley et al., 1998).
Insufficient mastery programs have had as much
success teaching young children to read and write as
Reading Recovery; a progressive intervention program
foundationally built on the premise that teacher
reflection is key to successfully teaching young
children to read and write (Center, Wheldall, Freeman,
Outhred, McNaught, 1995; Iversen & Turner, 1993;
Pinnell, 1989; Pinnell, Lyons, DeFord, Bryk, &
Seltzer, 1993; Quay, Steele, Johnson, Hortman, 2001;
Schwartz, 2005).
Reading as a field of teaching is considered one of the
most important areas of teaching if not actually the
most important ever. It is said to be one of the most
necessary academic skills. Also, it is major support
upon which the teaching/learning process is
built (CIEARA, 1998). Reading is the foundation of
learning and the basis of lifelong learning. If children
are not independent readers by the end of the third
grade, it is unlikely that they will be successful in the
middle grades and beyond.
In this study, the researcher produces instructional
materials, videos, and flashcards to be pasted in the
above area of the board to fully familiarize sounds and
letters. Also, reading through singing is also
implemented in grade one pupils and sought the
following research questions:
1. What is the effect of using Project P-TER on
the reading fluency of the grade one pupils?
2. What strategy are suited in to different
learners?

Romarie B. Punongbayan
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 Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.6970581, ISSN 2822-4353
Research Article
Alternative Solutions
To address the research problems, the researcher
devised the following measures to wit:
1. The one-on-one reading assessment then determined
pupils with no or little knowledge of phonological
awareness.
2. Instructional Materials videos, phonic songs poems
administered.
3. Everyday singing and phonics sounding together
with the different interventions were administered.
4. Flash cards with different levels suited for learners
were used.
5. Assessment through MAR Progress Reading Report
and Phil IRI is the tool for assessment for this
intervention
Conceptual Framework
Figure 1. The I-P-O Model of the research paradigmof the study
Activities to be Undertaken
Romarie B. Punongbayan
Results and Discussion
Pre-posttest mean scores determine the effect of using
the two methods of teaching on the reading
performance of the learners.
Table.1 Progress Reading Report
Table 1 above shows the mean pre-posttest
assessment. Using Project P-TER, from 3 or 10.71%,
increased in reading fluency of the students to 25 or
89%. It shows in the report that the implementation of
the project has a great impact on reading proficiency.
The use of Project P-TER as an intervention in the
school helped improve the reading performance of the
pupils in grade 1. With the support and assistance of
the principal, parents, teachers, and the said project; it
increased the number of readers and almost eradicate
non-reader pupils in grade 1.
Conclusion
Based on the results of the study, it is concluded that:
(1) the use of an innovative approach in teaching
reading using Project P-TER improves the reading
fluency performance of Grade One students, and the
results differ significantly; and (2) Project P-TER was
able to improve the academic performance of grade
one because they can read and comprehend better
benefited the most attributed to their enhanced
individual’s ability to respond in constructivism
approach, where learners connect meaning with
experience.
Moreover, the researcher suggests the use of the
Project P-TER activities and design not only in grade
one but in other Grade levels as enhancement activities
to improve reading performance. Also, create modular-
type enhancement reading activities, as well as hands-
on/interactive facilities to facilitate and enhance the
availability of learning schemes to grade one pupil.
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Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.6970581, ISSN 2822-4353
Research Article
Reflection
This learning strategy is implemented to improve the
reading ability of Grade 1- pupils at risk in reading
difficulties with little or no phonological awareness to
help pupils to become comfortable and confident
readers. It is a gratifying feeling as a grade one teacher
to see your pupils progressing. I realized that if ever
there will be a permanent teacher in reading and
proper instructional materials, it further improves their
skills, and struggling readers will be given a chance to
develop in reading wherein they can also enjoy
interactive materials. I also realize that pupils who
have early reading difficulties that can be put them at
risk for a trajectory of academic failure. Every Child
should be a reader and we teachers must give our best
shot in exploring ways to help pupils.
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Affiliations and Corresponding Information
Romarie Punongbayan
Francisco S. Brosas Memorial Elementary School
Laguna, Philippines
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