Effectiveness of Syllable-Based Reading Materials in Improving the Word Recognition of Kindergarten Learners

AUTHOR(S)

IRENE F. PADILLA-LAMBONAO

ABSTRACT

——To strengthen the reading proficiency of every learner and help nurture a culture of reading which considered a requisite skill in all content areas, DepEd announced the “Hamon: Bawa’t Bata Bumasa” (3Bs) initiative. In the implementation of the program, the kindergarten learners should acquire the pre-requisite skills so that it will be easy for them to learn to read and understand what they read. It is in this premise that the researcher decided to conduct this study to evaluate the effectiveness of syllable-based reading materials in improving the word recognition of kindergarten learners. A quasi-experimental research design employing pre-test and post-test Early Grade Reading Assessment (EGRA) tools and utilizing the syllable-based reading materials crafted by the researcher, aided in the successful conduct of the study. Simple percentage and ttest of mean difference were the statistical tools used to interpret the result of the study. The study revealed a significant difference in the performances of the kindergarten learners on word recognition before and after the utilization of syllable-based reading materials in teaching literacy skills. The intervention materials provided to the learners, the content and design of the materials motivate the learners to do the tasks and activities provided in the materials and the way the teachers use the reading materials and her strategies in teaching also contributes to the attainment of identifying the kindergarten learners as transitional levels. Thus, syllable-based reading materials are effective learning materials in improving the word recognition skills of kindergarten learners. Keywords — Effectiveness, Syllable-Based Reading Materials, Word Recognition, Kindergarten Learners