GOOD MORNING !!!

PHONOLOGICAL ERRORS:
SPEECH REMEDIATION
PROGRAM

Cortes, Yvonne Faith

Zapanta, Cheryl Ann
La-llaban, Josephine
RATIONALE
The lack of phonemic awareness seems to be
a major obstacle to reading acquisition.
Children who are not able to segments words
and syllables into phonemes. Consequently,
they do not develop to decode single words
accurately and fluently, an ability that is the
distinguishing characteristics of persons with
reading disabilities.
Some pupils in the elementary grades of Mabolo
Christian Academy, ages 7-12 have reading
problems severe enough to hinder their
enjoyment of reading. These problems are
generally not developmental and do not diminish
over time, but will persist into adulthood without
appropriate intervention
Phonological errors of the child may need
more attention through speech remediation
that would enhance the ability of the child to
produce the correct sound patterns of the
word.
A speech remediation program can be
planned and implemented for the improvement
of phonemic awareness of the child.
THEORETICAL-CONCEPTUAL
FRAMEWORK
Natural Phonology Theory- phonological
processes described phonetically motivated
and natural patterns of speech production
Gildeas Analysis- phonological theory
develops in such fashion provides us with an
exciting new insight into child language
acquisition
 Theory of Articulatory Phonology (AP)
claims not just that linguistic units are
compatible with the output system (vocal
tract),but also that their identity is maintained
in production and perceived as such by the
listeners.
Whole Language Approach beginning
readers needed little direct instruction to
decode the letters and sounds of the language
 Phonics Approach which referred to as a
skills-based approach, point to research showing
that children benefit from direct instruction about
the letters, syllables, and corresponding sounds
of English.

International Phonetic Alphabet-to provide a

symbol for every sound of every language.
THE PROBLEM
Statement of the Problem
This study aimed at addressing the
phonological errors of the elementary level in
Mabolo Christian Academy school year 2009-
2010.The findings of this study serve as basis
in speech remedial program for reading
competence.
In specific, the study sought to answer the
following questions:

1.What are commonly committed phonological errors

that the respondents are engaged when reading?
2.What program of activities can be planned for
speech remediation?
Statement of the Hypothesis
Those commonly committed phonological
errors need more effort for speech
remediation.
ASSUMPTION
Speech remediation for the phonological errors
can improve students' ability in speech
production.
SIGNIFICANCE OF THE STUDY
This study will benefit the following:

Students. Elementary grades in Mabolo Christian

Academy will be benefited for remedial instruction for
reading competence would cater their needs.
Teachers. Teachers will be guided in choosing and
selecting instructional materials for their students since
they are already aware about the needs of the students
for they are the first main recipients of the difficulties.
Administrators. The Administrators of the school
will be encourage with this study to implement
additional programs for the enhancement and
improvement of the students.
Researchers. This study will encourage the
researchers to continue in doing research and
continue seeking possible answers to the
existing problem or issue.
 SCOPE AND DELIMITATION
This study focused primarily on the phonological
errors committed by the elementary grades
(Grade V) in Mabolo Christian Academy school
year 2009-2010.
DEFINITION OF TERMS
Errors. These are the mistakes produce by the
students.
Phonemes. An element consisting of a group
or family of sounds.
Phonemic. The study about phonemes relating
to the sound used in speech.
Phonetics. A branch of linguistics which deals
with the analysis, description, and classification
of speech sound.
Phonological error. The committed mistakes
towards the sounds.
 Phonological instrument. The means on how to
assess student’s phonological structure.
Phonology. The study of the sound system of a
language. The historical study of the sound
changes that have taken place in a language.
Program. In this study, it is an activity or a
remedial.
Speech. The act of producing sound patterns
orally.
Speech remedial. This is an act of giving an
activities to correct or improve speech
production.
Speech remedial program. The activities
given to correct and improve speech
production.
ORGANIZATION OF THE STUDY
This study comprised three chapters. The
preliminary pages contain the title page,
acknowledgment, dedication, table of
contents, list of table and list of figure.
Chapter I contained the rationale, theoretical -
conceptual framework, statement of the
problem, hypothesis, significance of the
study, definition of terms and organization of
the study
Chapter II contained the review of related
literature that includes the a study in the
Philippines and other country
Chapter III contained the research methodology
that includes research method used, research
locale, research instrument and research
procedure.
LITERATURE AND STUDY

Study in the Philippines

 Manarpiis conducts a research about Filipino
students’ attitude toward English as a language used
in the classroom and their difficulties experienced in
producing correct sounds( that is lack of phonological
awareness).
 The research concludes that the respondents
committed phonological errors of omission,
transfer errors, and overgeneralization of
English. There is a strong evidence of
fossilization of errors although with positive
factors like motivation, attitude, personality, and
strategizing, there is still a big chance of
defossilization.
 According to Malicsi (2005), “the sounds of
Filipino English are certainly different from those
of international English.” With globalization
becoming a dominant feature of our society,
students have to be retooled in their speech
towards their neutral accent that is acceptable in
international communications.
STUDY IN THE OTHER
COUNTRY
 Dr. Hsuan - Yu Chen, a lecturer, is an author of
the study regarding the impact of Phonetic and
Phonological Instruction on Oral Proficiency of
Spanish – speaking ESL learners.
• She stated that oral proficiency is an
important goal in teaching English as a
second language because it is important not
only in communication, but also in reading
and writing, which pave the path to academic
achievement
After several assessment measures were
conducted, findings showed statistically
improvement in the oral proficiency of target
phonemes of respondents after the
implementation of phonetic/phonological
instruction.
 Yun Zhang(2009). even speaking classes do
not provide chances or oral interaction, as most
teachers talk on and on through out the lesson
without giving students any opportunity to
speak, thus turning the class into listening
activity.
A reasonable solution is to support a more
integrated approach where speaking is added
to reading and writing lessons to ensure that
students receive essential practice in oral
communication. He introduced activities to
provide students opportunities to practice their
spoken English. So to reveal any problem they
have in understanding the text.
 Dalton and Seidlhofer(2000), the
awareness of pronunciation will be affected by
our purpose and motivation. In their classic
study, they distinguish between instrumental
and integrative motivation in second language
learning.
 Gardner and Lambert, 2000. An
instrumental orientation reflects the practical
advantages of learning a language, while an
integrative orientation stems from a sincere
and personal interest in the people and
culture.
RESEARCH METHODOLOGY
Research Method Used

This study made use of descriptive method,

describing the phonological awareness of the
respondents.
RESEARCH LOCALE

The locale of the study is Mabolo Christian

Academy. It is a sectarian institution wherein
majority of the students are Baptists.
RESEARCH RESPONDENTS

The respondents of the study are the Grade V

pupils of Mabolo Christian Academy school year
2009-2010.
RESEARCH INSTRUMENT

The researchers made use of word drill with a

checklist to assess respondents' speech
production on the given words.
RESEARCH PROCEDURE
In gathering the data, the researchers made
use of the following steps:

The copies with list of words were given to each

respondent to read while the researchers were
handling the checklist to assess respondents'
production of words.
The checklist contained the sound patterns with
the assessment description of “with difficulty”
and “without difficulty”. Researchers checked the
box that corresponds to the descriptions
according to the respondents' production of
words.
 After assessing the respondents, the gathered
data were tabulated.
Researchers will identify the commonly committed
phonological errors by frequency count.
The first five sound patterns that have high
number of mistakes were to be considered as
commonly committed phonological errors of the
respondents.
The results were discussed and analyzed
pertaining to the phonological errors of the
respondents.
 Researchers provided the program of activities
that can be planned and implemented for speech
remediation.
The planned program of activities for speech
remediation is applicable for summer class in two
months, after the school year.
The program contained the activities from day 1
until day 50 (excluding Sunday) with the specific
sound pattern a day.
The commonly committed phonological errors
may take two days for more emphasis and
improvement.
“Read to achieve”.