Phonemic Awareness In Reading Comprehension

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Phonemics Awareness in Marungko Approach as a Prerequisite in Learning to Read Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. It is the first thread in the tapestry of reading foundation skill with which the threads of reading are woven (Lumberg, 1998 as cited on The Modern Teacher). Therefore to understand the alphabetic principle, one must recognize that spoken words consist of a sequence of sounds and this understanding is called phonemic awareness (McCormick, 1999). Once individual letter-sounds are mastered, children are taught how to blend them together to read words. Stanovich (1993-94) defines that, “phonemic awareness is the best predictor of the ease of early reading…show more content…
In this behaviour, the children will receive the pronunciation of a word that may apply in real life. With the phonemic awareness skills, learners will have a simple time learning to read and comprehend than to the others who do not have this skill. This can help to improve the word reading and reading comprehension of the children.
Phonovisual Method as a Claveria Approach: Multi-purpose for developing many skill areas Major (2016) points out that “Alphabet cards contain images which connect symbol and sound in one picture and engage the body in a motion that replicates the shape of the letter. The learner sees the visual, says the sound, and does the body motion

to engage body and brain in instant learning.” It deepens the learning experience through the alphabet letter with some symbol and how it formed by
…show more content…
If the environment is peace and calm, the learner will be able to concentrate in the text. Not only the class environment but also the home environment of the learner. Holdaway (1979) states that children learn to read naturally in

the home environment and interaction with parents. The child’s home background has much to do with his predisposition to the reading process. Homes from which children come differ as to the high socio-economic status, the youngsters receive affectionate care and come to school with good habits of speaking and listening (Baingan, 2006). In Evan’s study (2013), the children preferred to read in a natural setting for the reason of no pressure and can engage themselves in social interactions.
The Marungko approach and Claveria approach has a big difference is terms of the features in reading. Marungko requires phonic-syllables and phonemic awareness skills for the reading skills of the learners while the Claveria has the phonovisual which requires pictures that can assist the learners to master word and image. Though Claveria can develop more ability in terms of reading, speech, writing, and spelling there is still no assurance in the learner if he improved his skills since the written syllable, as sources says, a must for the

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