PONOLOHIKAL NA KAMALIAN SA PAGKILALA NG SALITA SA PAGBASA SA FILIPINO

Abstract

Phonological errors can hinder reading fluency and comprehension, underscoring the significance of having well-rounded phonological skills in learning literacy. It is crucial to analyze the phonological errors of students, which directly affect word recognition and the development of an individual’s reading and communication skills. Word recognition is a skill-based process that requires an individual to read most of the words to get the meaning. According to Kiew and Shah (2020), comprehension is the processing of information from the text to obtain the meaning of the word. This study aims to identify the phonological errors and causes of these errors among Grade 7 students who are at a frustration level in reading Filipino. This research includes nine assessed students under frustration levels who were identified to have frustration levels in word recognition from one public school in Baguio City, School Year 2023-2024. The researcher used quantitative and qualitative descriptive methods to analyze the phonological errors in the students’ reading. The assessment tool of the Oral Reading Test from Phil-IRI was used to identify the Oral Reading Miscues and analyze the identified respondent’s phonological errors. The result of the Oral Test was analyzed through frequency analysis, which is mean and mode. The result showed that the main errors in the reading of the students are repetition, substitution, and omission. These miscues have an effect on the reading process of the students. The unfamiliar words and non-active involvement of students were identified as the main cause of the phonological error. Keywords: phonological error, word recognition, frustration level, and oral reading assessment