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Phonological Awareness and Vocabulary Formation among Kindergarten Learners

Volume: 102  ,  Issue: 1 , June    Published Date: 10 June 2022
Publisher Name: IJRP
Views: 56  ,  Download: 23 , Pages: 620 - 632    
DOI: 10.47119/IJRP1001021620223290

Authors

# Author Name
1 MARIA KRISTIN B. DASMARINAS

Abstract

This study aims to assess the Phonological awareness and Vocabulary formation among Kindergarten. Specifically, the study seeks to achieve the following objectives: level of Phonological awareness of Kindergarten learners in terms of: onset and rime, phoneme blending and phoneme segmentation; level of vocabulary formation of Kindergarten learners in terms of: word recognition, word invented meaning and word associated meaning; and significant relationship to the vocabulary formation of learners. The respondent of the study were thirty nine (39) kindergartens from Magdalena District who were 6 years of age. Learning activities given composed of onset and rime, phoneme blending and phoneme segmentation tasks and checklist. In addition, word recognition, word invented spelling and word associated meaning actual kindergarten word answer. The results are as follows in terms of objectives, significant relationship between the phonological awareness and vocabulary formation of the kindergarten learners. Specifically, it presents the relationship between the awareness on students on Onset and Rimes, Phoneme Blending, and Phoneme Segmentation with their abilities in Word Recognition, Word Invented Spelling, and Word Associated Meaning. Onset and Rimes is observed to have a significant strong relationship with Word Recognition (r=0.668, p=000) and a moderate relationship with the Word Invented Spelling (r=0.436) and Word Associated Meaning (r=0.561, p=000) with the respective p-values of 0.000, 0.006, and 0.000. Obtained p-values for the test were less than 0.05 hence the significance. Consecutively, Phoneme Blending is observed to have a strong significant relationship with Word Associate Meaning (r=0.619), a moderate relationship with Word Recognition (r=0.562), and a weak significant relationship with Word Invented Spelling (r=0.367) with the p-values of 0.000, 0.022, and 0.000 respectively. On the other hand, the Phoneme Segmentation is perceived to have no significant relationship with Word Recognition (r=0.073) and Word Associated Meaning (r=0.285) all the while having a significant moderate relationship with word invented spelling (r=0.525). Only the p-value for the latter was at 0.001 which was less than the significance alpha. Researchers tested the hypothesis rejected. This calls for the acceptance of the alternative which incites that there is a significant relationship.

Keywords

  • word recognition
  • VOCABULARY FORMATION
  • phonological awareness
  • phoneme blending and segmetation