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  Chapter 4CONCLUSIONS AND RECOMMENDATIONS          This chaptercontains the conclusions and recommendations of the study.Conclusions          Based fromthe results and findings of the study, the conclusions drawn are the following:1.   The grade 1 learners receivedsufficient and appropriate learning activities which made them attain the basicdecoding skills in reading most especially in letter recognition, lettersounds, sound blending and word patterns. 2.   The development of thelearners’ decoding skills was facilitated by the teachers’ use of highlyeffective strategies.3.

   Several factors affect the acquisitionand development of the learners’ decoding skills.4.   Teacher-made instructionalmaterials were used by the teachers most of the time in teaching decodingskills such as flashcards, visual aids and charts.

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5.   A variety of potential andhighly workable measures  can be utilizedby the teachers in effectively addressing the problems they meet in theteaching of decoding skills.Recommendations          Based on the conclusions, the followingare the recommendations:1.   The grade 1 teachers mustcontinue teaching and developing all the decoding skills to their learnersespecially on spelling patterns, word patterns, segmenting words, and fluency.

2.   The grade 1 teachers must bediscerning in choosing the most appropriate and effective strategies inteaching the different decoding skills. The use of one or a combination of  strategies (phonics, phonemic awareness, look& say method, etc) can make teaching-learning more meaningful to the learners.

3.   The teachers must always bearin mind the individual differences among learners; that there are severalfactors which affect the learner’s capacity to learn. The teachers must knowthe biological, physiological and family background of each learner.Appropriate activities and instructional materials must be used according thelearner’s learning level.4.   The teachers must have a goodcollection of varied instructional materials to use at all times and or as theneed arises. Colorful and big-sized visual aids, flashcards, flipcharts, basicsight words charts and many more attract learners’ attention and likewisefacilitate their understanding. Infusing games and/or play in almost  learning activities sustain learners’interest and participation.

5.   The  school heads, and teachers must work together  in address the problems met in teaching  decoding skills such as the in adequacy ofteaching materials like guides, learners’ activity sheets, and books. The fullassistance and support of the school heads and support of concerned supervisorsmust be given to the teachers especially in the enhancement of their skills inteaching beginning reading.

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