INTRODUCTION

Background of the Study

Understanding specific phonemes and being able to recognize them is known as

phonemic awareness. According to a number of research studies, "there is a strong relationship

between young children's awareness of phonological segments, particularly of phonemes, and

their progress in learning to read" (Bryant, et al., 2014). More recent studies have shown that

phonemic awareness skills influence children's broader academic success for the majority of their

schooling (Blomert & Csépe, 2012; Bryant et al, 2014; Vaessen & Blomert, 2010). Furthermore,

other studies consistently confirm that phonemic awareness along with letter recognition are the

two best early predictors of reading success.

Being aware of how language functions is known as phonemic awareness. It is the ability

to comprehend the link between words, how various sounds combine to form words, and how to

rearrange sounds to produce new words. In essence, it is the capacity to consider and deal with

the various sounds that make up words. While it's critical to understand the differences between

sounds, kids also need to understand that sounds are linguistic tools. They will read correctly if

they are aware of the various sounds, understand their locations, and comprehend their functions

within words. Children who are still learning to speak can occasionally have trouble sequencing

sounds. Children's ability to hear the sounds and patterns that go into creating words is essential

for their reading development. Children must be taught how letters define sounds. The prognosis

is poor for the child who is having trouble learning phonemic awareness. if the kid is unable of

understanding the letter concept. Without phonemic awareness, the youngster may be aware that

the letters are connected in some way to the spoken word but may not understand what that

connection might be. Making sure that students are making early progress, including acquiring

phonemic awareness early in their schooling, is a challenge for instructors. This is achievable if

only educators have the knowledge of what has to be done and the tools necessary to master the
procedures and, in turn, assist students in learning this talent. It becomes difficult to teach and

learn to read, especially for parents and guardians. Poor or slowly developing oral language

abilities might make it difficult for students to learn to read. This problem also affects the institution

where the researcher is now a teacher. Due to the fact that phonemic awareness is crucial for

reading because written words correspond to spoken words, the researcher decided to

concentrate on this study, "Developing Phonemic Awareness of Grade 1 Learners in Talisay

Elementary School."

Statement of the Problem

This study aims to develop the phonemic awareness of the Grade 1 learners in Talisay

Elementary School for them to be able to learn how to read even amidst COVID 19 pandemic.

Specifically, this study seeks to answer the following questions:

1. What is the level of phonemic awareness of Grade 1 learners in Talisay Elementary School

before the intervention?

2. What is the level of phonemic awareness of Grade 1 learners in Talisay Elementary School

after the intervention?

3. Is there a significant difference in the phonemic awareness of Grade 1 learners in Talisay

Elementary School before and after the intervention?

4. What program may be designed to improve the phonemic awareness of Grade 1 learners in

Talisay Elementary School?

Hypothesis

There is no a significant difference in the phonemic awareness of Grade 1 Learners in

Talisay Elementary School before and after the intervention.

Conceptual and Theoretical Framework

The bottom-up processing hypothesis, which was developed by psychologist E., is in line

with how the study problem under consideration was formulated and developed. Gibson, J.

(Cherry, 2020). Gibson had a straightforward approach to comprehending perception; he thought

it was more of a "what you see is what you get" process than one that depended on context and

learning. It describes how perceptions work, starting with external input and working their way up

until an internal image of the thing is formed. This procedure suggests that we only assemble the

sensory elements that comprise our perceptual experience using information from our senses.

This idea includes a thorough approach to teaching reading comprehension skills so that

students can become literate. Early childhood education also entails explicit and direct instruction

employing a building-block method and the five components of reading (Lynch, 2021). This theory

also acknowledges that as a student's reading and comprehension skills increase, reading is a

developmental skill that is best mastered from the ground up, moving from simple to complex

topics.

The Bottom-up approach states that reading is the process of assessing information in a

serial and sequential way. From low-level sensory input to meaning, information is processed

through a series of challenging steps. From the simplest linguistic unit of grapheme-phoneme

correspondence to the most intricate linguistic unit of meaning, it focuses on how readers absorb

printed text (Amadi, 2019).

 According to a bottom-up reading model, reading is driven by a process that yields

meaning (or, to put it another way, reading is driven by text), and reading moves from part to

whole. A phonics-based or bottom-up model of the reading process is presented by Gough (1972),

as quoted by Liu (2010). In this model, processing in reading is portrayed as moving sequentially

from letter to sound to word to meaning. Reading is a skill that children learn one step at a time,

in accordance with the bottom-up educational theory. The steps in this strategy are sequential,

starting with the fundamentals of phonemic awareness and phonics. The theory takes into

account the fact that students need to grasp the foundations before moving on to more challenging

ideas like comprehension and inferences.

An alternative phrase for bottom-up theory is a data-driven process. According to this

theory, reading is a process that starts with the interpretation of visual information in light of the

data given in a text. The smallest language unit is processed first, and then the author's message

is understood. To put it another way, a reader decodes visual information represented by letters

in a written language to create sounds, words, phrases, and paragraphs.

Bottom-up theory proponents contend that reading is a sequential and serial activity that

progresses from low-level information processing to high-level processing, according to Amadi

(2019). They contend that language is used to receive and process information at all levels, from

sounds to letter combinations to words, phrases, clauses, and sentences, and ultimately to the

more general duty of meaning. Starting readers must therefore learn a set of supporting skills that

will eventually help them develop their comprehension abilities and become proficient readers.

Teachers who think bottom-up theories fully explain how kids learn to read frequently teach sub-

skills before other reading abilities. Their instruction in reading begins with the introduction of

letters and sounds, then moves on to teaching them how to pronounce entire words, and lastly

teaches them how to connect word meanings to comprehend books. It follows that these teachers

use phonics to help students understand the text.

 The importance of learning from simple to more complicated concepts is influenced by the

Bottom-up theory, hence it is a measure to look into how much phonemic awareness first-graders

have. The findings of this study will serve as the foundation for developing an intervention strategy

to support these kids as they progress through their reading development.

The results of this study were utilized to gather information on the level of phonemic

awareness of grade one pupils, which served as the foundation for developing an action plan to

increase their reading ability and boost performance.

SCHEMATIC DIAGRAM

1. Level of
Phonemic
Level of Awareness of
Phonemic Intervention through the thirty-five
Awareness of Self-Learning Grade One
the thirty-five
P Modules P on the Pupils After the
Grade One Different Phonemic Intervention
Pupils Before Activities
the 2. Proposed
Intervention Intervention

Figure 1. Schematic Diagram of the Study

Figure 1 presents the schematic diagram of the study. It shows the activities to be

undertaken by the researcher to achieve the aim of the study. The level of phonemic awareness of

the thirty grade one pupils will be described before and after the intervention has been conducted.

This will be the basis in formulating of a program that the school may implement to help develop

the phonemic awareness of the kindergarten pupils. Another study may be conducted in the future

to assess the effectiveness of the program made by the researcher.

Scope and Limitations

This study focused on the level of phonemic awareness of the thirty-five Grade one

learners in Talisay Elementary School for the School Year 2021 – 2022. The data gathering

phase of this study started in the third quarter of the current school year.

This study did not include the grades of the learners and their performance in other

subject areas. Furthermore, the family background and socio-economic status of the

participants were not taken into consideration in this study.

Significance of the Study

The study will benefit various stakeholders and entities who are directly and indirectly

involved in this study. Specifically, this study is deemed worthwhile for the following:

Department of Education. This study may further enhance the quality of the management plan

to provide the needs of the teachers to improve their quality of instruction. The result of this

study may also help them with their interventions. In the manner respectfully of the developing

the phonemic awareness of the Grade 1 learners.

School Administrators. The results of this study may encourage the administrators to create

relevant literacy intervention program that will enhance the phonemic awareness of the learners.

Teachers. The outcome of the study will provide an actual basis that will guide teachers in

identifying target learners who required interventions and making necessary adjustments for

continuous progress and achievement to improve reading skills.

Learners. Through this study, learners will know the importance of phonemic awareness, and

eventually, this will also help them learn how to read.

Future Researchers. This study may inspire them to conduct more studies and develop

innovations to address the learners’ phonemic awareness.

Definition of Terms

For the purpose of this study, the researcher will apply the following terms and

definitions:

Awareness. Conceptually, awareness is the state or ability to perceive, feel, or be conscious of

events, objects, or sensory patterns (Gafoor, 2012).

Operationally, this term refers to the ability to perceive and manipulate the sounds of the

English alphabet.

Phoneme. Conceptually, a phoneme can be defined as the smallest class of sounds that leads,

in a specific language, to differences in meaning (Gobet, 2015).

Operationally, this refers to the smallest sound that the Grade I pupils must learn and

develop to increase their level of phonemic awareness.

Phonemic Awareness. Conceptually, phonemic awareness refers to the ability to hear and

manipulate the sounds in spoken words and the understanding that spoken words and syllables

are made up of sequences of speech sounds (Yopp, 1992)

Operationally, phonemic awareness refers to the reading ability that needs to be

developed by the Grade one learners of Talisay Elementary School.

Researcher-Made Self-Learning Module – Conceptually, it refers to a self-contained unit or

package of study materials for use by an individual. It provides a learning activity to learners

when a group education or individual education session is not possible (Doregios, 2014).

In this study, the researcher-made self-learning module refers to a set of reading

interventions that will be made by the researcher to develop the phonemic awareness of Grade

one learners in Talisay Elementary School.

Review of Related Literature

This part presents a review of previously validated studies that are dependably

significant to the present study.

On Phonemic Awareness

Long-term reading and spelling achievement is strongly predicted by phonemic awareness

performance (Put Reading First, 1998). Students with great phonological awareness are more

likely to succeed as readers, whereas those with inadequate phonological abilities are more likely

to struggle (Blachman, 2000). More than 90% of students with serious reading difficulties are

thought to have a basic impairment in their capacity to interpret phonological information

(Blachman, 1995).

Phonemic awareness is both a requirement for and a result of learning to read, according

to Yopp (1992). For children to benefit from formal reading teaching, they must have a certain

amount of phonemic awareness. Reading education will then increase language awareness.

According to Stanovich (1994), the majority of reading difficulties are caused by a lack of

phonemic awareness.
On Letter Knowledge

Short- and long-term reading success is strongly correlated with knowledge of the

alphabetic letters (Bond & Dykstra, 1967; Chall, 1990). However, the effect on subsequent

reading is not directly impacted by knowing the names of the letters. Instead, learning letter names

aids kids in remembering the associated sounds for each letter (Ehri, 1979). Once more, there is

a reciprocal relationship between skills: letter knowledge influences phonological awareness

development, and greater letter knowledge is linked to children's capacity to recognize and

manipulate phonemes. For example, a child who knows the letter "b" is likely to remember the

sound "/b/". Letter knowledge may therefore be an indication of a stronger conceptual grasp and

familiarity with literacy-related abilities like language and print.

Children distinguish between letters based on their visual form, or the horizontal, vertical,

and diagonal segments, according to research (Gibson & Levin, 1975). According to

contemporary learning theory (Adams, 1990), Due to the challenge of teaching two versions of

letters(upper case, lower case, printed form) to a young child at once, letters come in many

different visual shapes. However, there is little evidence to support the idea that one form in

particular (upper case or lower case) should be taught first.

On Phonological Decoding

When launching the self-teaching process for learning new vocabulary through

independent reading, the skill of phonological decoding is incredibly effective (Share, 1995). Two

underlying skills enable phonological decoding (Ehri, 1998).

Explicit and implicit code education was seen favorably by preservice and in-service

teachers, according to Bos and colleagues (2001), although these teachers had a poor

understanding of phonological awareness, phonics terminology, and language structure.

Additionally, they felt ill-equipped to teach young children early literacy skills, particularly to those

who were failing. Along with having insufficient content knowledge and a poor assessment of their
readiness to teach, new instructors also struggled to distinguish between phonics and phonemic

awareness (Cheesman et al., 2009). Teachers who were in training reported the same (Bos et al.,

2001).

Reading does not come naturally to children, although speaking does. One of the most

important skills a youngster may learn in the foundational grades of school is reading. One in five

children may have reading difficulties, which puts them at serious risk for the rest of their education

and possibly for the rest of their lives (Foorman, 1998). Children who struggled to read in grade

one continued to exert effort to read in fourth grade, according to longitudinal reading and writing

research conducted by Connie Juel in 1988. Lack of phonemic awareness was one feature that

was frequently observed in children who were classified as being at risk in this study.

Understanding how language functions and word recognition are based on phonemic awareness.

Synthesis

Numerous studies show that learning to read in an alphabetic writing system requires

phonemic awareness. Without phonemic awareness, phonics is not very meaningful. It prepares

readers for reading in print by requiring them to pay attention to how letters represent sounds. It

teaches readers how to pronounce new words correctly and read them. Phonemic awareness is

crucial because it helps readers understand the alphabetic principle—that is, that the letters in

words are consistently represented by sounds.Furthermore, it is a reliable indicator of kids'

performance in early reading. In order to learn to read in an alphabetic writing system, young

infants must have a strong phonemic awareness.

 METHODOLOGY

The discussion in this section includes the research design, respondents of the study,

research instrument, data-gathering procedure, statistical treatment and ethical considerations.

Research Design

This study employed a one-group pretest-posttest design which is a type of quasi-

experiment. In a one-group pretest-posttest design, the dependent variable was measured once

before the treatment is implemented and once after it is implemented (Price, et al 2022). This

research made use of a single group of participants in which all of them were part of a single

condition and were given the same treatments and assessments. This type of design was most

appropriate for this study since it sought to determine the level of Phonemic Awareness of the

grade one learners before and after the intervention.

Participants of the Study

The participants of the study are thirty Grade 1 learners who are officially enrolled in a

Modular Distance Learning for school year 2021-2022 at Talisay Elementary School.

Table 1. Demographic Profile of Grade 1 Learners of Talisay Elementary School

Grade 1 Learners of Talisay Elementary School

Male 12

Female 18

Total 30
 Table 1 shows the Demographic Profile of the respondents. Thirty Grade 1 learners

participated in this study of whom twelve were male and eighteen were female. These learners

were enrolled in Talisay Elementary School for school year 2021-2022. They answered the

questionnaire before and after they were given the intervention.

Instrument of the Study

The level of phonemic awareness of the grade one learners of Talisay Elementary

School will be analyzed through the use of a modified questionnaire from the Phonemic

Awareness Assessment for 1st Grade created by Literacy Resources, Inc. and Dr. Michael

Heggerty. The questionnaire for the thirty-five grade one learners is consists of twenty (20)

items dealing with the level of phonemic awareness. The score of each pupil will be given an

equivalent level of phonemic awareness which is as follows: score of 1 – 4 – very low; 5 – 8 –

low; 9 – 12 – moderate; 13 – 16 – high; and 17 – 20 – very high.

Dr. Michael Heggerty was a first-grade teacher for 28 years and was a teacher that most

students have not forgotten. He was the author of The Heggerty Phonemic Awareness

curriculum first published in 2003. Permission to use this instrument was sought through an

email.

The instrument need not be validated and tested for reliability since it is already a

standard test used in assessing the phonemic awareness of grade one.

Data-Gathering Procedure

The data gathering procedure of this study consisted of five phases – the preparation,

the administration of the questionnaire, the retrieval of the questionnaire, the tabulation, and the

interpretation of data.

In the preparation phase, permission from the Public Schools District Supervisor to

administer the questionnaire to the thirty (30) pupils of Talisay Elementary School was sought.
After the approval, the researcher wrote a letter to the principal asking permission and will also

conduct the instrument to the thirty pupils.

Furthermore, in the preparation phase, the researcher prepared the modified

questionnaire for pre-test that will assess the level of phonemic awareness of the pupils.

The administration of the modified questionnaire followed in which the schedule is set. The

researcher asked and explained to the parents and the pupils at Talisay Elementary School to

participate in the study. Then on the scheduled date, the researcher first gave them the

informed consent, for them to read, understand, and sign. The researcher elaborated the

informed consent if there are parents who cannot fully understand it. After the parents signed

the Informed Consent, the researcher administered the questionnaire. Again, the researcher

translated in the local dialect if there are pupils who could not understand the instrument.

After the administration of the modified questionnaire, the score was recorded and given

the appropriate interpretation. The researcher then gave the researcher-made self-learning

modules and allowed the pupils to read and learn from it for ___ weeks. After the time given, the

same questionnaire was administered to the thirty pupils as post-test. The scores were again

given the appropriate level of phonemic awareness. The scores in the pre- and posttest were

compared and interpretation of data will follow.

Statistical Tool

The following statistical tools were used in accordance with the specific problems

presented in this study:

For problem number 1 which states: what is the level of phonemic awareness of Grade 1

learners in Talisay Elementary School in terms of the following: Age, Sex, Reading Profile, the

statistical tool to be used was mean.

 Mean is the most commonly-used measure of central tendency and is computed by

dividing the sum of the scores by the number of observations (Gravetter & Forsano, 2010).

For problem number 2 on the level of phonemic awareness of Grade 1 learners in

Talisay Elementary School before the intervention before the intervention, the statistical tool to

be used was mean.

For problem number 3 which states: What is the level of phonemic awareness of Grade

1 learners in Talisay Elementary School before the intervention after the intervention, the

statistical tool to be used was mean.

For problem number 4 which aims to determine the significant difference on the level of

phonemic awareness of Grade 1 learners in Talisay Elementary School before and after the

intervention, independent variable t-test was used.

T-Test is a type of inferential statistic used to determine if there is significant difference

between the means of two groups, which may be related in certain features. It is mostly used

when the data sets would follow a normal distribution and may have unknown variances. It is

used as a hypothesis testing tool, which allows testing of an assumption applicable to a

population (Will Kenton, 2019).

Ethical Consideration

Grade 1 students are considered minors and are covered by the DepEd Child Protection

Policy, as specified in DO 40, s. In all stages of the study's conduct in 2012, the researcher will

exercise extreme caution and must be acutely aware of the ethical considerations. The identity

of the respondent won't be revealed, and the data will be managed in strictest confidence. The

nature of the study will be explained to the responders before the test is given.
 Results and Discussions

This chapter emphasizes the presentation, analysis, and interpretation of the data

gathered in this research study. Corresponding tables are shown to highlight the significant

meaning of each particular problem.

The importance of reading contributes significantly in the success of the pupils’ future in

education. The significance of mastering reading has long been acknowledged by educators

and researchers. Students who fail to pass this important benchmark frequently struggle in

following years and leave out before receiving their high school diploma (Hernandez, 2011).

Moreover, he found in his study that one in six children who are not reading proficiently in third

grade do not graduate from high school on time, a rate four times greater than that for proficient

readers. The ability to read has a great impact in the performance of the learners in school.

Most subjects on the school curriculum depend on reading ability to variable degrees, children's

academic achievement is typically based on their capacity to read successfully (Logan, et al

2010). Beginning reading and early intervention are substantial for pupils to continue their

studies and eventually graduate.

Reading begins with phonemic awareness. According to the University of Oregon, it is

the ability to hear and manipulate the sounds in spoken words and the understanding that

spoken words and syllables are made up of sequences of speech sounds. In addition, it is

essential to learning to read in an alphabetic writing system, because letters represent sounds

or phonemes. It is necessary for learning to read in an alphabetic writing system and a reliable

indicator of young readers' performance. The level of phonemic awareness of young learners is

likewise important for teachers and parents to know where to start helping them improve in

reading.

The proponent of this study found that before she gave the intervention, the level of

Phonemic Awareness (PA) of Grade 1 learners in Talisay Elementary School was moderate as

shown in Table 1. At this level, the learners can identify the first, middle and last sound of the
words shown to them. When asked on these sounds, these learners can produce them.

Additionally, learners with moderate level of phonemic awareness can identify words with the

same beginning sound.

Learners at this level are also able to categorize and blend. To categorize means

learners are able to identify words that belong together for they have the same beginning or last

sounds. Learners are also able to blend sounds to read the word shown to them. Teachers

should be able to assess and understand the level of phonemic awareness of their pupils to fully

help them. Classroom teachers were effective in teaching PA to their students. Effect sizes

were larger for studies using more rigorous experimental designs (Ehri, et al 2011).

Table 1
Level of phonemic awareness of Grade 1 learners in Talisay Elementary School before the
intervention

Mean SD Interpretation
Before
12.80 4.24 Moderate
Intervention

According to Lyon as cited by the University of Oregon, the best predictor of reading

difficulty in kindergarten or first grade is the inability to segment words and syllables into

constituent sound units (phonemic awareness). Teachers should be able to assess the PA of

their pupils and diagnose their difficulties so that necessary interventions can be provided.

The intervention provided by the proponent of this study contributed in the improvement

of the level of phonemic awareness of the Grade 1 learners as shown in Table 2. The level of

their phonemic awareness increased to high after they received the intervention. A similar study

found the same results as the participants progressed immediately after intervention in spelling,

reading comprehension, reading speed, and phoneme awareness (Wolf, 2011).

At this level, the learners are able to segment, delete and add sounds. Segmentation

means that learners can tell how many sounds are there in the word given. Deletion is simply
deleting a sound and ask the pupil to produce the sounds of the letters left. Opposite to deletion

is addition of sounds. Learners at this level are able to make the sounds of a group letter even

when another letter is added to create a new word.

Table 2
Level of phonemic awareness of Grade 1 learners in Talisay Elementary School after the
intervention

Mean SD Interpretation

After
16.73 3.63 High
Intervention

The level of phonemic awareness of the Grade 1 learners of Talisay Elementary School before

and after the conduct of intervention had a significant difference as shown in table 3 with a P

value of .000. Evidently, this proves that the intervention given by the researcher helped these

learners increase their phonic skills level. A study found that students receiving reading

instruction had considerable improvements in their reading comprehension, and better reading

led to higher social studies grades (Vaughn, et al, 2014).

Another study conducted by Ehri, et al (2011) found that under all conditions examined,

Phonemic Awareness instruction had an impact on reading. Preschoolers, kindergartners, first

graders, children with low socioeconomic level as well as those with a mid-high SES, at-risk and

impaired readers, all benefited from PA teaching. PA instruction was more effective when it was

taught with letters than without letters. PA training enhanced reading and PA instruction was

found to make a statistically significant contribution to reading acquisition. In the same manner,

this study concretely determined that the intervention given helped improve the level of phonic

skills of the kindergarten learners.

 Table 3
Significant difference in the phonemic awareness of Grade 1 learners in
Talisay Elementary School before and after the intervention

statistic df p

Pre-Test Post-Test
Student's t -11.3 29.0 .000
Scores Scores

Conclusions and Recommendations

This section presents the conclusions drawn from the results of this study and the

recommendations the researcher suggests to concerned stakeholders follow.

Conclusions

Phonemic awareness is very important in developing the reading skills of young

learners. The University of Oregon emphasized that children lacking phonemic awareness skills

cannot group words with similar and dissimilar sounds, blend and split syllables, blend sounds

into words, segment a word as a sequence of sounds and detect and manipulate sounds within

words.

Although the COVID-19 pandemic has caused both unprecedented disruptions and

massive changes to education, the researcher realized the importance of phonemic awareness

and how essential is early intervention. She gave her researcher-made self-learning modules to

the participants in collaboration with their parents to learn and study at home for ____ weeks.

She explained well to the parents how to teach their children at home and closely monitored

their progress. The researcher is clearly aware that the knowledge of the level of phonemic

awareness of the Grade 1 learners of Talisay Elementary School is crucial for their future as a

successful reader.
 The researcher concluded that the participants of her study got a moderate level of

phonemic awareness before they were given the intervention. These learners could identify the

beginning, middle and last sounds of the words. They could also categorize and blend sounds

before they were given the intervention.

After the intervention, these learners improved in their level of phonemic awareness to

high. In this level, they were able to segment, delete and add sounds.

The researcher further concluded that the intervention she gave to the participants was

effective since their level of phonemic awareness improved, from moderate to high. The

intervention provided helped these learners improve their phonemic skills.

Children can still learn at home despite the COVID 19 pandemic which shifted the way

pupils learn. The cooperation of the parents and the teacher is of utmost importance so the

phonemic and reading skills of these learners will not lag behind.

Recommendations

The researcher came up with the following recommendations based on the findings of

her study.

Although classes will be done face-to-face this coming school year, she still

recommends that the school should give an orientation program to the parents of the Grade 1

learners before classes start. Parents may get some inspiration from this on how to educate

their kids at home. Additionally, this will enhance their knowledge of teaching techniques and

their capacity to choose the most effective ones for their kids.

School administrators and teachers must be supportive and helpful to the parents.

Parents, the majority of whom have never received training in teaching, have been teaching

their children at home since the advent of COVID 19. The learners’ ability to read will be much

improved if teachers share their knowledge with the parents of these pupils.
 Furthermore, the researcher urges the parents to contact the teacher-advisers anytime

they require clarification on the lessons. It is also suggested that the adviser conducts home

visits regularly to see how the parents are doing with teaching their kids while adhering to the

necessary health protocols.

In addition, to learn what the parents may need, the researcher proposes conducting a

homeroom meeting once a month. In this manner, the parent's adviser will be able to share their

teaching skills with them, which they hope would be helpful.

It is further recommended that everyone in the school and community collaborates

together to help the education of these Grade 1 learners especially during these transition

period – from pandemic to the new normal of face-to-face learning.

 THE PROPOSED ENHANCEMENT PROGRAM FOR GRADE ONE LEARNERS TO
INCREASE THEIR LEVEL OF PHONEMIC AWARENESS

According to Read Naturally, Inc. (2022), phonemic awareness performance is a strong

predictor of long-term reading and spelling success. It can predict literacy performance more

accurately than other variables such as intelligence, vocabulary knowledge, and socioeconomic

status. Phonemic awareness is very important for pupils, especially young learners like the

respondents of this study. This proposed enhancement program is hoped to help them increase

their phonemic awareness and speed up their reading ability.

Person/s Time Success

Objectives Activities
Involved Frame Indicator
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learners home harvested online among learners

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