Project Phonics: A Strategic Intervention for Emerging Readers of Abra Highschool

Abstract

This study aimed to determine how effective Project PHONICS as an intervention to enhance students' vocabulary, comprehension, and fluency, utilizing three different strategies. The researcher used a descriptive-experimental design accompanied with a comparative method of quantitative research. The study made use of a one-group pretest and posttest design to determine the level of cognitive language learning barrier on reading of the 35 grade 7 students before and after the use of Project PHONICS. On the other hand, the comparative method is used to determine significant differences between the level of cognitive learning barriers of the grade 7 students of Abra High School before and after the use of Project PHONICS along with Peer-Assisted Learning, Reading Tutorial, and Parent strategies.

Based on the results of the Level of Cognitive Learning Barrier before using the Project PHONICS in the Teaching Learning Process of the respondents, it could be concluded that the respondents showed the most frustration reading level and severe level barrier signifying a need for a strategy to further improve reading skills. As a whole, it gives a reason to believe that there existed significant difference in the level of reading performance of the Grade 7 students before and after using project PHONICS.