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Abstract
This thesis explores the effectiveness of the phonic approach in teaching reading to students. The study focuses on helping nonreaders in their reading proficiency. Ten seventh graders from Union National High School-Mt. Diwata Annex were the subjects in the study. Pretest was administered before implementing the reading intervention and administered posttest after the experiment. Pretest and Posttest were implemented through oral reading test using the passage from the Phil-IR Manual. After, results were compared to determine the achievements and improvement of the students. Students' competency level improved dramatically following the experiment, according to the data. There was a significant difference between the pretest and the posttest scores. These results imply that the phonic approach is an effective method for raising students' reading skills. Therefore, the study offers recommendations to language teachers on how to create teaching strategies that will improve their students' reading abilities. And this suggests that when teaching reading, teachers should think about including the phonic approach into their lessons. Additionally, this study adds to the expanding corpus of data on the efficacy of the phonic approach in reading instruction. All things considered, this study offers insightful information on how well the phonic approach works to help students improve their reading abilities.
