FLAPP APPROACH AND RECOGNIZING COMMON SIGHT WORDS OF GRADE TWO STUDENTS OF V. F. CORCUERA ELEMENTARY SCHOOL

cabato carmelita

CARMELITA E. CABATO
Teacher III
Vedasto F. Corcuera Elementary School

Abstract
This study aimed to determine the effectiveness of FLAPP approach in teaching recognizing common sight words of Grade Two students in V. F. Corcuera Elementary School. Descriptive-comparative research design using one-way ANOVA was used. The research findings revealed that FLAPP Approach has significant difference in the performance of students. It resulted to a moderate effect size. Thus, this study recommends that FLAPP Approach be adopted in teaching.

Introduction
The hallmark of skilled reading is the ability to read individual words accurately and quickly in isolation as well as in text, referred to as “context free” word reading skill, according to Stanovich (1980). It has also added by Ehri (2004) that, being able to read words from memory by sight is valuable because it allows readers to focus their attention on constructing the meaning of the text while their eyes recognize individual words automatically. However, poor readers have difficulty with sight word reading according to Saltmarsh (2005). Students who need to pause and attempt to figure out many of the words they read, lose the ability to comprehend. Moats (2001) also agree and added that students who read slowly often fail to complete their work, lose interest in school, and seldom read for pleasure.
For this reason, the National Research Council (1998) came up with their conclusion that, “Beginning readers need explicit instruction and practice that lead to an appreciation that spoken words are made up of smaller units of sounds, ‘sight’ recognition of frequent words, and independent reading, including reading aloud; in other words, a balanced approach to reading” as stated by Barry (2008).
A recent national survey of teachers of elementary classes in USA revealed that “creating interest in reading was rated as the most important area for future interest” according to Gambrell (1996). In agreement, Johnston (2008) stated that when words are quickly recognized by sight, meaning is not lost and comprehension improves. Motivating and actively engaging students in reading activities is an important part of teaching reading skills.
Reading is a habit where students learn, gain knowledge and develop new skills. Understanding the significance of reading and in line with the implementation of the K to 12 Basic Education Program, the Department of Education (DepEd) implemented “Every Child A Reader Program” (ECARP), through DepEd Memorandum No.402.s.2004 and Administrative Order No. 324. This aims to teach public elementary pupils with planned training in reading and writing to make them independent young readers and writers (Gillaco, 2014).

This study sought to find out the answers to the following questions:
1. What is the mean score of the three groups when exposed to FLAPP approach flash card reading, parent involvement and peer tutoring?
2. What is the level of performance of students in understanding recognizing more common sight words?
3. Is there a significant difference in the performance of students in understanding recognizing more common sight words when exposed to FLAPP approach?
4. Is there a significant difference in the three-flash card reading, parent involvement and peer tutoring associated with the difference in performance of students in understanding recognizing more common sight words?
5. What is the effect size of FLAPP approach to the performance of students in understanding recognizing more common sight words?

Thus, the following terminologies used were defined operationally for better understanding:
FLAPP approach refers to the three teaching strategies used by the teacher in conducting the pre-test and post-test.
Flash card reading refers to the first teaching strategy, wherein the teacher made use of common sight words through flash cards to assess the students reading skills.
Parent involvement refers to the second teaching strategy, through Parent Assistance in Improving Reading (PAIR) seminar.
Peer tutoring refers to the third teaching strategy, wherein the learner is being paired to another learner and discuss the given activity.
Common sight words refers to the competency based lesson of grade two students from K to 12 curriculum guide.

Method
This study made use of Descriptive-Comparative Research Design. The respondents of this study were the three sections consisting of 90 students of Grade Two pupils in V. F. Corcuera Elementary School, Tibungco District, Davao City as of S.Y. 2015-2016. The researcher made use of the probability sampling using simple random technique and utilized secondary data specifically the scores of students from pre-test and post-test. The researcher made use of Mean and Standard Deviation and One-Way ANOVA as statistical tool then, interpreted with the aid of Microsoft Excel software and of the Statistical Package for Social Sciences (SPSS).
The study was conducted after being permitted by the school principal to conduct the research. Pretest was administered where FLAPP approach was implemented. Post test was administered, data were tabulated, analyzed and interpreted to determine the most effective strategy of this approach.

Conclusions
Based on the results of the study, the following are the conclusions:
1. The mean score of the three groups when exposed to FLAPP Approach through flash cards, project PAIR is excellent while peer tutoring is very satisfactory.
2. The level of performance of students in understanding Common Sight Words is excellent.
3. There is a significant difference in the performance of students in recognizing Common Sight Words when exposed to FLAPP Approach.
4. There is a significant difference in the three strategies in FLAPP Approach associated with the difference in performance of students in understanding Common Sight Words.
5. FLAPP Approach has a moderate effect size to the performance of Grade Two students in understanding Common Sight Words.

Recommendation
Based on the above statistical results, Flash Cards got the highest mean score among from the three teaching strategies. Therefore, FLAPP Approach is recommended to be adopted by the teachers of V. F. Corcuera Elementary School, as well as to other teachers who are particularly teaching Grade Two learners since recognizing more common sight words is their learning competency based lesson.

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