ABSTRACT
This study assessed the relationship between the environmental print, letter-sound proficiency and word recognition of the education students. Environmental print was measured in terms of the following indicators: labels and words, signs and logos, TV commercials and movies, and reading materials. Letter-sound proficiency was based on the following criteria: sound-letter relationship, syllabication and stress. Students’ word recognition was determine based on the following reading miscues: mispronunciation, substitution, insertion, omission, reversal, and repetition. Based on the findings, the overall mean response of 4.15 was garnered by the students indicating that their exposure to environmental print is Very Good. For the sound-letter relationship, the overall mean response is 3.92, interpreted as Very Good. The findings of word recognition revealed that the students have an Instructional proficiency level of word recognition. Moreover, it showed that the hypothesis was accepted and established a no significant relationship between the students’ environmental print, letter-sound proficiency and word recognition.
Keywords: Environmental print, Letter-Sound proficiency, Sound-Letter relationship, Word recognition
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