Language Enahancement Approach Research

8/19/2019 Language Enahancement Approach Research

1/22

CHAPTER I

Introduction

Background of the Study

Dimensional approach and language experience approaches for teaching

reading are based on the premise that reading instruction should begin in as natural

manner as possible, focusing on the function of written words as tools for

communication instead of on their form. Dimensional approach (DA) and language

experience approaches view children’s ability to produce language as the bridge

between spoken and written language. hese approaches support the use of authentic

children’s literature and re!ect basal readers and the organi"ation of reading instruction

around skill se#uences.

$anguage experience approach ($%A) is a multi&sensory reading method that

uses a child's drawings to teach reading. n this method, the teacher reviews a child's

drawing and asks the child to tell about the drawing. he teacher then uses the child's

own language and writes a sentence explaining the drawing.

sing the language experience reading method, children create their own books

through collections of their drawings. *hildren are encouraged to read their books.

hrough the child's familiarity with their own drawings and the meanings ascribed to the

drawings, the child remembers and learns the words.

%nglish as +oreign $anguage (%+$) teachers often encounter group of pupils

with wide varieties of levels of readiness in literacy skills because of pupils’ different

1


2/22

educational backgrounds and previous %nglish instruction. hese pupils want to learn

%nglish for a variety of reasons. ome en!oy studying the languages.

ome pupils never had opportunities to study %nglish. +or example, in the *"ech

-epublic, where this study was conducted, public schools did not offer %nglish

instruction until /0/. 1any participants in this study grew up under a political regime

that did not allow %nglish instruction in most public schools. 2owever, in /0/, the

people’s revolution ushered in a new government. Almost overnight, a large percentage

of the student population began studying %nglish, since they were suddenly free from

decades of limitations instituted by the former regime. ome of the younger participants

in this study were offered the chance to study %nglish in public schools.

Although, little research addresses how to engage %nglish $anguage $earners

(%$$s) with wide varieties of readiness in %nglish reading skills, one approach to

engaging learners with different levels of readiness is differentiated instruction. n recent

years, differentiation of instruction has become a popular topic in education as an

approach to adapting curriculum to meet the needs of individual learners rather than

expecting all learners to adapt to one curriculum (2eacox, 34435 omlinson, ///, 3445

omlinson 6 *unningham &%idson, 3447). 1uch of the research on differentiation is

written for 8&3 educators and recent research on differentiation does little to address

the needs of teachers of groups of older %+$ pupils who have mixed levels of readiness.

$%A is based on an experience shared by a group of learners, who create their

own text. 8ey vocabulary words are taught to pupils before they write their text. After the

text is created, it can be used as part of subse#uent lessons with the same group of

2


3/22

pupils. upplemental activities can be done with an $%A text so one topic could be

completed in a few class periods (2all, /05 2eller, /005 2errel, 34445 1oustafa,

/095 avage, //3). +or example, pupils can receive a photocopy of the $%A text so

they can identify vocabulary words in the text.

+urthermore, $%A provides an additional means of assessing pupils' literacy

skills. est scores cannot give a complete picture of what sub!ects from a different

culture know about the content being tested, so researchers should build into their

research design several ways to find out what their sub!ects understand about their

tasks (:riffin, //45 ;imene", 344


4/22

Statement of the Problem

:enerally, the aim of this study is to compare language experience approach

($%A) and dimensional approach in relation to reading ability of :rade pupils in >uac

%lementary chool of ogod, outhern $eyte as basis for reading intervention

proposals.

pecifically, it seeks to answer the following #uestions?

. @hat is the reading profile of :rade pupils of >uac %lementary chool before and

after presenting the lessons using the language experience approach and dimensional

approach in terms of5

. reading comprehension5.3 speed in reading5.7 word recognition

3. s there significant relationship between reading ability of :rade pupils and the use

language experience approach

7. s there a significant relationship between reading ability of :rade pupils and the

use of dimensional approach


5/22

Statement of Hypothesis

+rom the stated problems, the following hypotheses are formulated?

2o. here is no significant relationship between reading ability of :rade pupils and

the use language experience approach.

2o3. here is no significant relationship between reading ability of :rade pupils and

the use of dimensional approach.

Significance of the Study

his proposed study aims to determine the significant effect of $%A and

Dimensional Approach towards teaching reading to :rade pupils in >uac %lementary

chool.

Barticularly, the findings of this study would be beneficial to the following?

epEd!Public Schools. his study provides a clear view to the Department of

%ducation to give emphasis on $%A and Dimensional Approach as a strategy that can

be holistically applied in teaching %nglish to %nglish $anguage $earners in the

elementary level.

Elementary School Teacher" hrough this study, elementary teachers will be

given inputs on recogni"ing the need to use a variety of strategies that match each

pupil’s learning style on an individual basis. his will also endow grade level teachers

the basis within the chool >ased 1anagement (>1) framework in deciding what local

5


6/22

interventions and policies can be framed to ensure success teaching reading in the

earlier period of schooling.

School Administrators. hrough this study, administrators will be able to

design a school&based activity which encompasses the view that an integrated reading

and writing curriculum uses authentic literature to empower pupils and teachers to learn

together in a democratic learning community which leads to successful reading

experiences for pupils.

#uture Researchers" @ith this study, future researchers will gain insights and

information on dimensional approach and language experience in relation to teaching

reading in the elementary years. his will also serve as guide for future researches.

Scope and elimitations of the Study

his study focuses on the comparison of the C$anguage %xperience Approach

and the CDimensional Approach in the reading ability of :rade pupils in >uac

%lementary chool, >uac, ogod, outhern $eyte school year 343&347. n addition,

this study seeks to determine also the :rade pupils’ performance in terms of reading

comprehension, speed in reading and word recognition applying the above approaches.

$ikewise, the result of this study will be the basis for future reading intervention

proposals to further streamline and improve teaching reading among public elementary

pupils in >uac %lementary chool.

6


7/22

Research Paradigm

he schematic diagram of the study is shown in figure . he diagram shows the

two approaches ($anguage %xperience and Dimensional Approach) in teaching reading

in grade pupils in >uac %lementary chool and how does it affects reading ability

terms of reading comprehension, speed in reading and word recognition. he result of

this study will serve as basis for the implementation of a proposed reading remediationE

intervention of the said school for the next school year.

#igure $" Schematic iagram

7

ANGUAGE

EXPERIENCE

APPROACH

( EA )

R

- Reading

Comprehension

-Speed inReading

-Word

Reco nition

Proposed

Reading

Intervention

DIMENSIONAL

APPROACH

(DA)


8/22

efinition of Terms

o ensure clarity in understanding of the terms used in this study, the following

are defined?

imensional Approach. t pertains to an approach in teaching reading which is

based on the principle that learning is best when it proceeds from the easiest to the

most difficult. his approach in teaching reading starts with a story and then followed by

the comprehension check which is usually done through the different types of #uestions

that the teacher asks (http?EEwww.google.com.ph).

t refers to the approach employed by the grade teacher in teaching reading in

>uac %lementary chool.

%anguage E&perience Approach '%EA(" t pertains to a method of teaching

reading in which the teacher creates text by writing down words dictated by the pupils.

he techni#ue involves thinking of an experience, putting the experience into words,

then transcribing the words for students to practice their developing reading skills.

(http?EEwww.google.com.ph).

t refers to an approach to reading instruction based on activities and stories

developed from personal experiences of the :rade learner of >uac %lementary

chool.

Reading Ability" t is the skills needed to recogni"e words, decode words and

sentences, and make meaning out of sentences and passages such that information

can be understood and used (http?EEwww.sil.orgElingualinksEliteracy).

8


9/22

t refers to the ability of :rade pupils in extracting meaning from a written or

printed text.

Reading Comprehension" t is defined as the level of understanding of atextEmessage. his understanding comes from the interaction between the words that

are written and how they trigger knowledge outside the textEmessage

( http?EEwww.k3reader.com ).

t means the act of understanding what a pupil is reading is an intentional, active,

interactive process that occurs before, during and after a person reads a particular

piece of writing.

Speed in Reading" t is the rate at which something is read, often expressed in

terms of words per minute. -eading speed is usually determined by the purpose of

reading for comprehension, learning, memori"ation, etc. (www.k3reader .com ).

he speed at which a grade pupil can read and comprehend what is being

read.

Philippine Informal Reading In)entory 'Phil* IRI(" t refers to assessing the

reading proficiency levels, including word recognition, comprehension, and reading

speed of elementary school pupils. (http?EEwww.google.com.ph)

t pertains to the assessment conducted by a teacher in order to gather data

regarding reading ability of :rade pupils in >uac %lementary chool.

9


10/22

CHAPTER II

RE+IE, -# RE%ATE %ITERAT.RE

his chapter is an organi"ed presentation of studies and literature related to the

variables and #uestions in this study. hey are composed of different education

Related %iterature

%EA and Reading Ability

he language experience approach ($%A) is a whole language approach that

promotes reading and writing through the use of personal experiences and oral

language. t can be used in tutorial or classroom settings with homogeneous or

heterogeneous groups of learners. >eginning literacy learners relate their experiences

to a teacher or aide, who transcribes them. hese transcriptions are then used as the

basis for other reading and writing activities.

ncreasingly, students with uni#ue backgrounds and different levels of emerging

literacy skills are being placed together in classrooms. herefore, teachers need to

adapt their curricula in order to meet the needs of a wide variety of learners. n recent

years much has been written about differentiation as a way of adaptation (:ent", 34475

+ullerton, 34435 2eacox, 34435 omlinson, /// 6 3445 6 omlinson 6 *unningham&

%idson, 3447) and using students' prior experience in classroom lessons (+reeman 6

+reeman, 3444, 6 34435 6 @iggins 6 1ctighe, //0). he $anguage %xperience

Approach ($%A) has received support from other research as an effective approach for

10


11/22

teaching native %nglish&speaking beginning readers (*ooke, /445 2all, /05 2eller,

/005 6 1oustafa, /09) and %$$s (+reeman 6 +reeman, 34435 2errel, 34445 $aw 6

%ckes, //=5 Beregoy 6 >oyle, 344) using their prior experiences.

he $%A, first developed for 1aori&speaking (Ashton&@arner, /F7) and native&

%nglish&speaking children (pache 6 pache, /F


12/22

attempting the $%A, and the transcriber should be supportive of what the learner has to

say.

$%A involves children’s own expressions and stresses the interrelationship

between listening, speaking, reading and writing (2udelson, 344raun,//


13/22

reading&related self&perceptions (*hapman 6 unmer, //=). -eading as a complex

skill depends upon a range of cognitive and linguistic abilities. +undamentally, the

process of learning to read re#uires the development of a system of mappings between

the visual symbols of the writing system and the pronunciations of words. 2owever, the

ease with which children learn to read depends upon the language in which they are

learning (Iiegler 6 :oswami, 344=). Although it can be assumed that many of these

processes are in place in the developing child J who for many years has been listening

and understanding spoken language J the child must hone these skills and use them in

concert to read fluently with sufficient proficiency to Kread to learn’ (Berfetti, $andi, 6Gakhill, 344=).

*hildren are intentional learners, curious and keen from birth to make sense of

their world and to identify patterns around them to help in this sense&making (2all 344F5

David et al. 3447). $earning language, both spoken and written, is culturally framed

before and outside of school and Kbest practice’ often involves recogni"ing literacy

practices in homes and communities and creating bridges between these experiences

and new learning.

13


14/22

CHAPTER III

RESEARCH /ETH--%-01

his chapter presents the research method and procedures employed in the

conduct of this study. t specifically contains the research locale, research design,

population sampling, research instruments, data gathering procedure and statistical

treatment of data.

Research %ocale

he study was conducted in >uac %lementary chool, District of the

1unicipality of ogod in outhern $eyte and twelve (3) kilometer away from the district

office (refer to Appendix A).he school occupies its legally owned school site with a land

area of ,044 s#uare meters. t was at first a primary school since its opening in the

early part of liberation in /uac :amay and >uac Daku, with eight classroom

teachers and one school head under the -evised >asic %ducation *urriculum (->%*)

catering over two hundred (344 ) pupils from kindergarten to :rade H.

14


15/22

Research esign

he researcher will use descriptive& normative and descriptive&correlational

research or survey. *omparative methods of research employing #uestionnaire to

determine the pupils profile and reading performance of :rade pupils of >uac

%lementary chool.

Population Sampling

he respondents of the study were the :rade pupils of >uac %lementary

chool of barangay >uac, ogod, outhern $eyte, (refer to able ).he study use

simple random techni#ue in identifying the respondents. A total of 37 pupils or fifty

percent (=4L) of the :rade pupils were identified as respondents of the study. hese

figures were shown in able .

-espondents Bopulation ample (=4L)1ale 23 $4

+emale $3 5

otal 46 27

Table $" The Respondents of the Study

Research Instrument

15


16/22

This study will be using a researcher-made questinnaire! The said

questinnaire is "rst tested #r its $alidity and reliability be#re it is being

carried ut!

%n additin& 'hil-%(% results will als be utili)ed in determining *u*ils

*r"le in terms # wrd recgnitin& s*eed in reading and reading

cm*rehensin! The data gathered were tallied& tabulated and statistically

analy)ed t answer the *rblems # the study!

ata 0athering Procedure

Bermission and approval from the school principal of >uac %lementary

chool to conduct the research through a written letter of re#uest from the researcher

will be asked. he researcher will identify the pupils to be classified as respondents in

this study. Bre&testing of the researcher& made #uestionnaire will be conducted and

analysis of the result followed. After the pre&testing, the researchers personally

administered the #uestionnaires. +ollow&up interview through +ocus :roup Discussions

(+D:s) will be done to supplement the data gathered. he data that will be gathered will

be organi"ed and analy"ed and results will be interpreted accordingly.

he study used both #ualitative and #uantitative methods of research. he

#ualitative data will be collected through interviews and focus group discussions.

imilarly, #uantitative data will be collected from pupils’ #uestionnaires and records of

:rade pupils in the school.

Statistical Treatment of ata

16


17/22

he data that will be gathered from the responses in the #uestionnaires will be

organi"ed wherein all negative statements will be reversibly scored. Analysis and

interpretations of data follows.

he statistical tools that will be used were the following?

. +re#uencies, Bercentage and @eighted 1ean. his will be used to determine the

pupils reading profile in terms of reading comprehension, speed of reading and word

recognition.

3. *hi&#uare and Bearson&r. *hi&s#uare will be used to determine the significant

relationship between reading ability and the two approaches (language experience

approach and dimensional approach).Gn the other hand, Bearson&r will be used to

compute for the significant value and strength of the relationship between the reading

ability of :rade pupils in >uac %lementary and the two approaches mentioned earlier.

BIB%I-0RAPH1

17


18/22

A" B--8S

Ashton&@arner, . (/F7). Teacher . Mew Nork? imon 6 chuster.

>irch,>.1. (3443).%nglish $3 -eading.1ahwah,M;? $awrence %rlbaum

>levins, @.>. (344=). he importance of reading fluency and the %nglish language

learner.he $angauge eacher 3/ (F).7&F

*han, A (344


19/22

B" E%ECTR-9IC RE#ERE9CES

http?EEwiki.answers.comEOE@hatPisPdimensionalPapproachPinPteachingPreading

http?EEvoices.yahoo.comEhow&language&experience&approach&lea&to&

0490=04.htmlhttp?EEwww.cal.orgEcaelaEeslPresourcesEdigestsE$%A.html

• http?EEwww.ehow.comEinfoP0=0


20/22

0rade %e)el ? Section = >>>>>>>>>>>>>>>>>>>>>>>>>>>>> Se&= >>>>>>>>>>>>>>>

PART I

Reading Comprehension@ Speed in Reading and ,ord Recognition Profile of

0rade II Pupils in Buac Elementary School 'based on Phil*IRI Results("

PART II

;uestionnaire on Reading Ability and the use of %anguage E&perience Approach

and imensional Approach as Teaching Strategy

Direction? Blease answer the following #uestions by checking ( V ) the relevant block .

-ating cale = * Strongly Agree 'SA(

20


21/22

4 * Agree 'A(

7 * .ndecided '.(

2 * isagree 'A(

$ * Strongly isagree 'S(

A" %anguage E&perience Approach in Teaching Reading 4 7 2 $

. %nglish is a very important language for me.

3. %nglish reading comprehension tests are too difficult for meas a learner.7. have developed my skills covered by the %nglish readingcomprehension tests.


22/22

Reading

. %nglish is a very important language for me.

3. %nglish reading comprehension tests are too difficult for meas a learner.

7. have develop my skills covered by the %nglish readingcomprehension tests.

Language Enahancement Approach Research

Documents

Transcript of Language Enahancement Approach Research