A Six Week Remedial Reading Programme Using The Phonetic Approach To Teach Reading To Twelve Students In Standard 1 At Holy Ghost School in Dangriga Town

Abstract

This study implemented a six-week remedial reading program utilizing the phonetic approach to improve reading skills among twelve Standard I students at Holy Ghost School in Dangriga Town. The research aimed to address reading difficulties related to poor pronunciation, decoding, and recognition of unfamiliar words, which are common challenges among Belizean children due to linguistic diversity and the prevalence of non-standard English dialects. Using structured phonetic lessons focused on consonants, vowels, blends, and digraphs, students participated in daily 30-minute sessions emphasizing sound-letter association, word formation, and reading fluency. Pre-tests and post-tests were administered to measure progress. The results showed a significant improvement in students’ reading performance, with the overall mean score increasing from 46.6% to 66.6%, indicating a 20% gain in literacy achievement. The study concludes that the phonetic approach effectively enhances word recognition and pronunciation skills in early readers. It recommends incorporating phonics instruction at the preschool and lower primary levels, using engaging materials, visual aids, and interactive activities to strengthen literacy foundations among slow learners.