EFFECTIVENESS OF EACH ONE TEACH ONE ON READING SKILLS OF GRADE 3 LEARNERS

This study aimed in determining the effectiveness of “Each One Teach One” approach among Grade 3 reading skills. Descriptive evaluative research design was employed in this study. The respondents of the study were the 36 learners from Grade III level of Malaban Elementary School, School Year 2018- 2019.Quasi experimental research design was applied in this study. Mean, Standard Deviation, and t-test were used for statistical analysis. It was revealed that the learners in the pretest approach and conventional approach were beginning level in terms of rhyme, oral blending and oral segmentation. It was revealed that the learners in the pretend play group performed better in their phonemic awareness in terms of rhyme oral blending, and oral segmentation compared to the conventional group in their formative tests and posttest. These results means that the pretend play group performed better than the conventional group. This result described that the pretend play is effective in enhancing the phonemic awareness of the kindergarten learners in terms of rhyme, oral blending, and oral segmentation. Based on the findings here are the conclusions of this study. The null hypothesis stating that there is no significant difference between the formative tests and posttest of the two group of kindergarten learners on their phonemic awareness and reading readiness is rejected same with the hypothesis that there is no significant difference on the pre-test and post-test mean scores of the learners on their phonemic awareness assessment using the conventional approach as well as that there is no significant difference on the pre-test and post-test mean scores of the learners on their phonemic awareness assessment using the pretend play approach. Based on the findings and conclusion the following were the suggestion or recommendations of the researcher; the pretend play approach may continue to use in teaching not only in phonemic awareness but also in other topics in kindergarten for the evidence showed that this approach is much effective than the conventional approach in phonemic awareness of the learners, other approaches similar to pretend play may be also used for this study focus only using the pretend play in phonemic awarenes