THE EFFECTS OF

PHONICS TO
THE READING
READINESS OF
KINDERGARTEN
ERIKA BELLE C. GARCELIS
PUPILS
MAED ECE
 BACKGROUND OF THE STUDY

 Phonics is an approach to, or type of, reading instruction

that is intended to promote the discovery of the alphabetic
principle, the correspondences between phonemes and
graphemes, and phonological encoding” (Scarborough &
Brady, 2002, p. 20)
 This approach subsequently supports children to learn a
language systematically from the smallest part to the whole.
 Mastery of the letters of the alphabet of a language and
mastery of reading skills is an indication of a child’s reading
readiness.
 That’s why the researcher chose to pursue the study in order
to determine that teaching phonics will be more effective
when it comes to the reading readiness of the kindergarten
pupils.
 The researcher wants to develop activities that can be used
to teach the kindergarten pupils to read through the use of
phonics. These activities about phonics will help the
kindergarten pupils to be a reader.
 LITERATURE REVIEW
 According to Brand (2004:18) phonics instruction is a way of
teaching reading that stresses the acquisition of letter sound
correspondences and their use in reading and spelling. The
primary focus of phonics instruction is to help beginning readers
understand how letters are linked to sounds (phonemes) to form
letter-sound correspondences and spelling patterns and to help
them learn how to apply this knowledge in their reading. Phonics
instruction may be provided systematically or incidentally.
 Yopp, offers the following general recommendations for
phonemic awareness activities: keep a sense of playfulness and
fun, avoid drill and rote memorization, use group settings that
encourage interaction among children, encourage children's
curiosity about language and their experimentation with it, allow
for and be prepared for individual differences, make sure the
tone of the activity is not evaluative but rather fun and informal.
Spending a few minutes daily engaging preschool, kindergarten,
and first-grade children in oral activities that emphasize the
sounds of language may go a long way in helping them
become successful readers and learners.
 THEORETICAL OR
CONCEPTUAL FRAMEWORK

 Wolfe and Nevills (2004, p. 8) describe emergent literacy

skills, or “early childhood readiness skills” as the skills that
children acquire early in childhood that prepare them for
successful reading upon entering school.
 The first foundational skill area is naming and recognizing
the letters, children must understand the correlation
between each letter and its’ corresponding sound. This
concept, named by Adams (1990) is called the alphabetic
principle, and also plays a significant role in a child’s ability
to read.
 A second key skill area that needs to be developed in
order for children to be ready to read is that of phonemic
awareness, the idea that individual sounds or phonemes
can be combined to comprise words (Wolfe and Nevills,
2004).
 Claveria approach is teaching the children through
pictures. Through picture the learner will determine the
letter that is being describe by the picture.
 THEORETICAL OR
CONCEPTUAL FRAMEWORK
 RESEARCH QUESTION
The general purpose of this study is to determine the effects of
phonics to the reading readiness of kindergarten pupils.
The specific purpose is to seek the answer to the following
questions:
 What is the level of performance on the effects of phonics in the reading
readiness of the experimental and control groups during pre-assessment
test base on the following:
 Phonemic Awareness
 Phonological Awareness
 Fluency
 Vocabulary
 comprehension
 Is there a significant difference in the performance on the effects of
phonics in the reading readiness of the experimental and control groups
after the post-assessment test base on the following:
 Phonemic Awareness
 Phonological Awareness
 Fluency
 Vocabulary
 Comprehension

 What activities on phonemic awareness, phonological awareness,

fluency, vocabulary and reading comprehension may be proposed?
 HYPOTHESIS

 There is no significant difference in the

performance on the effects of phonics in the
reading readiness of the experimental and
control groups after the post-assessment test
base on the following:
 Phonemic Awareness
 Phonological Awareness
 Fluency
 Vocabulary
 Comprehension
 SCOPE & LIMITATION

Thisstudy would be using

one subject matter only,
reading readiness and
would be exploring it using
the phonics. Due to time
constraints, it would be
emphasizing only to the
kindergarten pupils.
 DEFINITION OF TERMS

Phonics
Claveria
Phonemic Awareness
Phonological Awareness
Fluency
Vocabulary
Comprehension
Chapter
II

Methods
 RESEARCH DESIGN

The study will make use of the

experimental research. Here, the
researcher will determine the effects of
phonics to the reading readiness of the
kindergarten pupils through a research-
made test. The researcher will consider this
method suitable to the present research
because experimental research,
according to Del Siegle, researcher not
only manipulate the independent variable,
the researcher also randomly assigned
individuals to various treatment categories.
 SAMPLING AND PARTICIPANTS

The population is composed of one

hundred eighty (180) kindergarten pupils in
Tuktukan Elementary School of Tuktukan,
Guiguinto, Bulacan, who gone through
pre-assessment and post-assessment test.
Sixty (60) kindergarten pupils were
randomly selected from the pre-assessment
test. The participants were divided into two
groups, the control and experimental
groups. The control group composed of
thirty (30) kindergarten pupils and the
experimental group composed of thirty (30)
kindergarten pupils.
 INSTRUMENTS
A 28-pre and post
assessment test was used. It
has twenty-eight letters of the
Filipino alphabet that will
sound by the kindergarten
pupils and it will be graded
through very good, good,
poor and non-reader.
 Data Analysis

To determine the effects of

phonics to the reading
readiness of the kindergarten
pupils the researcher will use a
pre and post assessment test.
After conducting the test,
the researcher will compare
the result of the pre and post
assessment test.
 Potential Ethical Issues
The researcher has an obligation to respect the rights,
needs, values and desires of the participants (Marshall and
Rossman, 1989, Merriam, 1988; Spradley, 1980).
The following safeguards will be employed to protect the
participants rights:
 The researcher will make a written permission to the
administration of the Deped Guiguinto in Guiguinto, Bulacan for
gathering data to the selected pupils of the Tuktukan Elementary
School.
 The researcher will make a written permission to principal and
head teacher of the kindergarten pupils for the total population.
Then, get the 10% of the kindergarten pupils total population.
 After determining the number of participants, the researcher will
make a written permission to the selected pupils.
 From the given permission of the researcher, age, gender and
birthday were determined and will serve as an important data of
the researcher.
 The selected schools and participants understand the
importance of their answer to data gathering of the researcher.
 Data Gathering Procedure

In order to gather all the information and

data needed for this study, the researchers
researched related literatures, then
conducted the pre-assessment test that
determine control and experimental group.
After determining the two groups the
researcher conducted a remedial class for the
two groups. Where in the researcher teach
the kindergarten pupils the letter of the
alphabets and the sounds of each letter. After
finishing the remedial class, the researcher will
conduct the post-assessment test that will
determine the effects of phonics to the
reading readiness of the kindergarten pupils.