Introduction:

Learning to read write is one of the most important and powerful achievements in
life. A necessary component of this process in the development of Phonemic awareness
skills or what we called the letter sounds. As a kinder teacher I have found that
Phonemic awareness in the one area of instruction that has been missing or that may
have been in adequately addressed with struggling kindergarten.
Phonemic awareness is the ability to identify and manipulate speech sounds or it
refers to an individual awareness of the sound structure of a spoken word that why it is
very imported preduction of reading ability(McBride- chay, 1995).
The problems with language are usually manifested by children having academic
difficulties for letter and sound recognition, Treimon (1996) explains that the problem of
children with letters or sounds stems from their lack of memorization of paired
association of letter to sound.
Phonological awareness is the conscious ability of pupils to understand the
words are made up of sounds and that through it they are able to read syllables the
words. For instance, a pupil just learning to read. And with the help and guidance of a
teacher by sounding out M. / a......./ t a blending the sound together
makes it clear to the pupil that the word is read is Mata.
This inspires me to used Road Miles which refer to a strategy in identifying
letters/ sounds.
RM- Road Miles- is a game with us suited to the kindergarten pupils. The
Alphabet or letters will be scattered form a road straight or croaked road pupils
will pick a letter of sound if he got the correct answer he will proceed to next level
or move forward and travel until he rich the point end of the miles.

References:
1. Ab Cain- Kate: Oakhill Jane (2009) the behavioural and Biological Foundation
of reading comprehension.
2. NKC6 (2011) - Department of Education, Bureau of Elementary Education.
Joyce. Orillosa@dlsu.educ.ph
3. DLSU- Research Congress 2014
De La Salle University, Manila Philippines
Home experiences that foster Readiness for letter and sound
Recognition: An Exploratory Study.
4. Blaire and salvage (2000) Name writing but not environmental print
recognition is related to letter sound knowledge and Phonological awareness
in pre- readers.
Reading and writing 991- 1016
5. Ideas and activities for developing Phonological awareness skills.
A teacher Resource Supplement to the Virginia Early Intervention.
Reading Initiative
Virginia Department of Education June 1998
6. Flouresleonila2010@yahoo.com Developing Phenological awareness
through letter sound drill among Kindergarten pupils.

ROAD MILES AND SKILLS IN IDENTIFYING LETTERS SOUNDS OF

KINDERGARTEN PUPILS OF MATINA APLAYA ELEMENTARY SCHOOL

Rosario A. Manguiob
Teacher 1
Matina Aplaya Elementary School

Abstract
The study was conducted to test the significant difference in using the RM approach is to
enhance the skills in identifying the Letter sounds of the Kindergarten pupils of MAES. The data showed
that there is a significant difference the scores of the pupils after the implementation of RM approach.
RM recommends being adapted of MAES in improving identifying letters sounds. So that every
learner will be ready for their reading ability. The researcher utilized discipline comparative design and
population sampling technique. The data were analysed using mean and SD, paired samples T- test and

Eta .Thus, there are major findings revealed that there were more factors that lead to reading.

Introduction:

Learning to read write is one of the most important and powerful achievements in
life. A necessary component of this process in the development of Phonemic awareness
skills or what we called the letter sounds. As a kinder teacher I have found that
Phonemic awareness in the one area of instruction that has been missing or that may
have been in adequately addressed with struggling kindergarten.

Phonemic awareness is the ability to identify and manipulate speech sounds or it

refers to an individual awareness of the sound structure of a spoken word that why it is
very imported prediction of reading ability (McBride- Chay, 1995).

The problems with language are usually manifested by children having academic
difficulties for letter and sound recognition, Treimon (1996) explains that the problem of
children with letters or sounds stems from their lack of memorization of paired
association of letter to sound.

The Republic Act (R.A) 10157 the kindergarten Education Act provides equal
opportunities for all children to avail accessible mandatory kindergarten education that
promotes the holistic development of the children- physical, social, Emotional, spiritual
or values formation and stimulation of intellectual skills to sufficiently prepare them
towards a more rigorous formal education and become lifelong learners.(Luistro in
NKCGT, 2011)

Phonological awareness is the conscious ability of pupils to understand the

words are made up of sounds and that through it they are able to read syllables the
words. For instance, a pupil just learning to read. And with the help and guidance of a
teacher by sounding out M. / a......./ t a blending the sound together
makes it clear to the pupil that the word is read is Mata.(Leonila F. Villapaa)

Further, study aimed to determine whether the developed intervention presented

will have an effect to the pupils skills in identifying letter sounds. Specifically, the
researcher wants to answer the following questions, 1. What is the score of the
respondents before the implementation of RM approach? 2. What is the score of the
respondents after the implementation of the RM approach? 3. Is there significant
difference in the score of the respondents before and after the implementation of the
RM approach? 4. What is the effect of the RM approach to the skills in identifying letter
sounds of the respondents?

This inspires me to used Road Miles which refer to a strategy in identifying

letters/ sounds.

RM- Road Miles- is a game which is suited to the kindergarten pupils. The
Alphabet or letters will be scattered or form a road straight or croaked road.
Pupils will pick a letter then let the pupil sound it aloud. If he can sound it

correctly he can proceed to next level or move forward and travel until he reach
the point or end of the miles.

Method

The researcher made used of the descriptive comparative method with using paired
samples T- test on analysing the collected data. The respondents made use of
purposive sampling technique in selecting the 61 pupils of kindergarten Narra as the
respondents of the study. The study was conducted at Matina Aplaya Elem. School.
Matina District Matina Aplaya Davao City. The researcher made use primary data using
scores from Questions and Answers/checklist. . Further the study applied the following
statistical tests in the treatment of data. This were the mean SD paired sample T-test,
Eta which was analysed very carefully statistically interpreted using Statistical
Packages for Social Science (SPSS) software version 16.

Results of discussion

The following are the presentation of the results and discussion of the study it is
presented through a tabular and textual form.
Table
1. Pre- test scores
__Test_____n_____mean______________sd_____Descriptive__Interpretation
PreTest_ _28______16.28_____
4.09930
Moderate________________
Table 1. Shows the Pre-test scores of pupils. it shows a mean of 16.28 with a
descriptive interpretation of Moderate.
Table 2. Post- test scores
_Test_____n______mean______________sd______Descriptive__Interpretation
_PostTest__28___19.2143_________.1.13389______very_high

Table 2. shows the scores of pupils after the interventions. It shows a mean of 28
with the descriptive interpretation of very high.
Table 3. Paired sample test on LAC Approach
Test _

n______df______t-value_________p-value____Remarks________

Pre-test & PostTest 28 ___ 27__

_-4.502

.000__

Significant

Table 3. Shows the paired sample test on Road Miles approach. It shows that the
Pre-test and Post-test scores generated a t-value of -16.96 with a p-value of .000 which
is interpreted as significant.
Table 4.
_n

_28___

t-value_________Eta____
_____ -4.502_______

Remarks________

.429 _____________large effect size

Table 4. Shows the test effect size of Road miles approach. It generated an Eta value
of .908 which signifies large effect, thus the Road miles approach is effective in
improving the Identifying letters in form of objective.

Conclusion
The performance of the pupils showed good performance. After the
implementation the pupils showed better performance. There was a significant
difference in the performance of the pupils pre- test and post- test performance of the
pupils significantly improved of the post. These were due to the proper of
implementation of intervention. The effect of road miles was large.

Recommendations
The researcher recommends that kindergarten teachers would adapt the strategy
to enhance phonological awareness among pupils. Road Miles is recommending being
adapted of MAES in improving identifying letters/sound.

References:
7. Ab Cain- Kate: Oakhill Jane (2009) the behavioural and Biological Foundation
of reading comprehension.
8. NKC6 (2011) - Department of Education, Bureau of Elementary Education.
Joyce. Orillosa@dlsu.educ.ph
9. DLSU- Research Congress 2014
De La Salle University, Manila Philippines
Home experiences that foster Readiness for letter and sound
Recognition: An Exploratory Study.
10. Blaire and salvage (2000) Name writing but not environmental print
recognition is related to letter sound knowledge and Phonological awareness
in pre- readers.
Reading and writing 991- 1016
11. Ideas and activities for developing Phonological awareness skills.
A teacher Resource Supplement to the Virginia Early Intervention.
Reading Initiative
Virginia Department of Education June 1998
12. Flouresleonila2010@yahoo.com Developing Phenological awareness
through letter sound drill among Kindergarten pupils.