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Chapter I
THE PROBLEM
Introduction
Early literacy skills are highly individualistic. It is in the child interests to which
strategies he prefers and can easily decoding words. As beginners, a child needs to
develop his vocabulary to help him in the word recognition. On way of helping a child is
through exposure in different reading materials such as books, flashcards, and other
various forms of printed reading matters.
Teachers are challenged in teaching early literacy for the children. The teacher
must situate to be capable in choosing information to help the child in the reading
process. A child’s developmental level must be in appropriate activities and goals. Early
and enjoyable pre-reading experiences set the stage for a child’s desire to learn. As
teachers and parents, concerning about developmental level in selections of activities
must be suitable for the children needs. It could be fun and challenging but not
frustrating.
It is view of this that the researcher opted to conduct a study on the early literacy
skills of selected kindergarten particularly in letter naming fluency, initial sound fluency,
phoneme segmentation, nonsense word fluency and oral reading fluency.
1
Statement of the Problem
This study aimed to describe the early literacy skills of the Grade 1 pupils in
selected public and private Elementary Schools in General Santos City, specifically in
these following areas: letter naming fluency, initial sound fluency, phoneme
segmentation fluency, nonsense word fluency and oral reading fluency.
1. What percentage of the Grade 1 pupils are at risk, some risk and low risk on the
following early literacy skills:
a. Letter naming fluency;
b. Initial sound fluency;
c. Phoneme segmentation fluency;
d. Nonsense word fluency?
2. What percentage of the pupils are:
a. Non-readers;
b. Emerging readers;
c. Established readers?
3. Is there any significant difference in the basic early literacy skills of the pupils
in selected elementary pupils?
Scope and Delimitation
The study focused on the basic early literacy skills of Grade 1 pupils in selected
public schools; Upper Tambler-1 Elementary, West Elementary and South Elementary
2
and from private elementary schools; Sampaguita Educational Institute, Ramon
Magsaysay Memorial Colleges and Holy Trinity College located in General Santos City.
Basic Early Literacy Skills were limited to letter naming fluency, initial sound
fluency, phoneme segmentation fluency, nonsense word fluency, and oral reading
fluency.
Significance of the Study
This research work was undertaken with the hope that it could be beneficial to the
following several stakeholders in education in their aspiration to enhance the basic early
literacy skills of pupils and knowledge of teachers in teaching their pupils particularly,
those teaching in the kindergarten and first grade.
The school administrator of the elementary schools particularly the instructional
leaders, the results may be in puts for a training focus for Grade 1 learners.
To the school Principals, the results of the study may reliably identify Grade 1
pupils who are at-risk for reading difficulties and provide grade level feedback toward
instructional objectives.
To the Grade 1 teachers, the study hopes to make them aware of their pupil’s
basic skills.
To the parents, this hopes to help you understand deeper and guide your children
in preparation for the basic early literacy and their skills.
To the other researchers, the results of this will great help to her profession.
Chapter II3
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of related literature which gave significant insights
in the development of this present study.
Related Literature
Early literacy skills. Through the year your kindergartens is being introduced to
skills that will prepare him to read. He is working with the letters of the alphabet,
building his vocabulary and beginning to understand that reading is a way to derive
meaning from print he is immersed in a print –rich environment that will help him
develop an awareness and understanding of spoken and written language.
According to (http//.Lingua Links Library .com) early literacy skills help prepare
learners for the task of reading. Reading readiness skills need to be taught in context
which gives the expectation that reading if for meaning.
Reading specialist Thompson (2000) said that as children use language, they
reveal their working knowledge of the rules of language, how to use them, and put words
and parts of words together in meaningful ways.
In the past, the purpose of literacy tests was to determine when the child would be
mentally capable of benefiting from reading instruction. Ausebel (1959) suggested that
early literacy is the adequacy of existing capacity in relation to the demands of a given
learning tasks. In other words, he suggested that the “when” of reading instruction
depends on the child, the instruction, ad the specific components of what is being taught.4
Froebel (1852) founded the kindergarten school as children in the garden in which he
composed the children to unfolding plants that needs proper nurturing, making use of
plays, game and songs.
Froebel (1852) founded the kindergarten school as children in the garden in which
he composed the children to unfolding plants that needs proper nurturing, making use of
plays, game and songs.
Aquino and Razon (1993) emphasized that during preschool age, the child
extends his range of contacts with other children in play groups. They pointed out that
this interaction with other children through association with them in play marks the
beginning of a group activity a widening field of experiences, and the beginning of
cooperative behavior.
These skills indicate the early literacy skills of the child:
Understanding text: At his stage the child pretends to be a reader; holds books the
right way; turns pages at appropriate times; can discuss what is happening and
relate it to their own experiences; knows that the reader is focusing on the print
and tat it is conveying the message; makes inferences on both what is read and the
pictures; enjoys stories being re-read the story from memory and pictures cues.
Using the context of the story: The child can determine meaning from context by
saying things like “I like dogs too” and will bring their own experience as it
relates to what is being read. Relating their experiences to stories, television
shows, or even ads becomes a popular behavior when the child uses context to
make sense.
5
Word meanings: Although the child isn’t yet reading, they recognize their own
name, brands(McDonald’s ‘M’, stop signs etc.) recognizes the sounds of letters
and makes references like, “that ones starts the same as my name, or snakes start
with the same as my name, or snakes start with the same letter that Stop Sign do.
Reading and Print Attitudes: The child starts to demonstrate an interest in printing
and will pretend to print or write. They will ask more questions like “what does
that say?” they like to chime in when familiar stories are being read. They like to
take part in daily reading and never want to miss their bed time story or story
time. They show a greater interest in books and will enjoy looking at them more
frequently even though it may seem that they’re looking mainly at the pictures.
(http.//.www.Reading Rocket.com)
When a child displays the attitudes described above, they are most likely at the
stage where they are ready to learn how to read. The child will benefit from many
alphabet activities, exploring with the sounds that letter make and reading early stage
books. These children will also benefit from making books like “A is for Apple, B is for
Bugs.” Lots of praise at this stage will encourage the young reader to develop confidence
and will move forward in their ability to read.
Importance of Reading. Reading is the key that unlocks the door to the world of
enlightenment and enjoyment, the basic tool for learning in all subjects. It is a skills like
swimming, dancing, drawing, or playing (Villamin, 1984).
Reading is interaction with printed language to obtain meaning. It is a complex
behavior that involves the integration of several skills. When we read, we use what we
6
know about language, the word, and the specific relationships between print and speech
(Goodman & Goodman, 1977).
Concrete experiences, and many opportunities to talk an out them, will do much
to help children become good readers. In addition, experiences with storybook and print
in the environment can help children realize that thinking about what makes sense is
useful in predicting what words say.
According to Lansdown (1993) there are three main points fundamental to the
reading process which must be understood by anyone attempting to teach children:
1. The most important of these is that reading involves interpretation rather than just
recognition, letters, after all, has no meaning n themselves in the way that the
pictures have, and the essentially abstract nature of writing is possibly the main
reason why so many people find it difficult to cope with.
2. Reading is a skill. It has to be practiced, and anyone who has taught a no more
than average child will know just how much practice is needed.
3. The third point is that skill is organized in a hierarchy of sub skills with the very
simple, like recognition of patterns, coming first and he very subtle, for example,
skimming a page to gain a quick impression, coming last.
Reading is an important aspect of living in school and out. It serves many
different purposes, and it calls for a wide variety of skills, attitudes, and
misunderstandings. To teach children to meet the varied reading demands of today’s
world is at once a crucial task for education and an undertaking calling for a high level of
skill, insight, and resourcefulness on the part of the teacher (Perfetti,1977).
7
Zints(1975) emphasized that teaching reading should begin with the language is
the means of expressing whatever message he wishes to convey, and he needs to learn
phoneme grapheme relationships only after trying to interpret his own message as he sees
it in write form.
Big Ideas in Beginning Reading
1. Phonemic/ phonology Awareness. Phonemic awareness is the ability to
hear and manipulate the sounds in spoken words and the understanding that
spoken words and syllables are made up of sequences of speech sounds (Yopp,
1992). Since words are composed of sounds it has to be taught and mastered as
early as possible especially by the beginning readers, this it is the best and strong
predictor of readiness success (Adams,1991)
In addition, Lyon (1997) emphasized that the last predictor of reading
difficulty in kindergarten is the inability to segment words and syllables into
constituent sounds units. It is important that children can associate letter to its
sounds because there is a predictive and casual relationship between phonemic
awareness and reading success. Thus, phonemic awareness must be explicitly
taught and skillful implementations in meaningful contexts are important (Brady,
Fouller et al, 1994).
Moreover, Lyon (1997) discussed, to be able to learn to read English, the
child must figure out the relationship between the approximately 44 sounds of
spoken English (the phonemes), and the 26 letter of the alphabet. The reader must
understand that speech can be segmented or broken into small sounds (phoneme
8
awareness) and that segmented units of speech can be represented by printed
forms (phonics).
2. Alphabetic Principles. Chall (1976), suggested in learning to read, reading
programs must give emphasis on learning the alphabet and its phoneme-grapheme
relationships. A child should be equipped with letter knowledge or learning the
alphabet since letter share names and are different from each other, and that
specific letters.
Phonics emphasizes the alphabetic principles
(http//.phonicsstrategies.com), the idea that letters represent the sounds of speech,
and that there are systematic and predictable relationships between written letters
and spoken words, which are specific to the alphabetic writing system. Children
learn letter sounds (b=the first sound in “bat” and “ball”) first and them blend
them (bl=the first two sounds in “blue”) to form words.
3. Through phonics, the child learns rules for using alphabet letters.
Sounding- out letters can often be confusing because many words do not follow
the rules, the rules is inconsistent. However, the phonics approach is measurable
more effective (Learning fist Alliance 1998).
DIBELS (Dynamic Indicators of Basic Early Literacy Skills). The
DIBELS are set of procedures and measures for assessing the acquisition
of early literacy skills from kindergarten through first grade. They are
designed to be short (one minute) fluency measures used to regularly
monitor the development of early literacy reading skills. DIBELS were
developed to measure recognized empirically validated skills related to
9
reading outcomes. Each measure has been thoroughly researched and
demonstrated to be reliable and valid indicators of early development and
predictive of later reading proficiency to aid in the early identification of
pupils who are not progressing as expected. When used as recommended,
the results can be used to evaluate individual pupil’s development as well
as provide grade-level feedback toward validated instructional objectives.
Dibels were developed based on measurement procedures for Curriculum-Based
Measurement (CBM), which created by Deno and Colleagues through the Institute for
Research and Learning Disability at the University Of Minnesota in the 1970s-80s.
DIBELS has documented the reliability and validity of the measures as well as their
sensitivity pupils’ change.
The DIBELS measures specifically in:
Measures of phonological awareness:
Initial Sounds Fluency (ISF) - assess a child’s skills at identifying and producing
the initial sound of a given word.
Phonemic Segmentation Fluency (PSF) - assess a child’s skills at producing the
individual sounds within a given word.
Measures of Alphabetic Principle and Phonics:
Nonsense Word Fluency (NWF) - assess a child’s knowledge of letter – sound
correspondences as well their ability to blend letters together to form unfamiliar
“nonsense” words.
Letter Naming Fluency (LNF) - assess a child’s in their ability to recognize the
alphabet.
10
Measures of Accuracy and Fluency with text:
Oral Reading Fluency (ORF) - assess a child’s skills at reading connected with
text (http.//.dibels.uoregon.edu/).
Related Studies
A study made by De Leon (2008), Basic early Literacy Skills of Grade 1 pupils in
selected schools in General Santos City: An evaluation of their reading Status. She found
out that Grade 1 pupils in both selected private and public schools perform better in letter
naming fluency and nonsense word fluency. However, they perform poorer in initial
sound fluency and phoneme segmentation fluency. While most pupils in the selected
private schools are established readers, there are still a significant number of pupils in
selected public schools who are nonreaders. Pupils in selected private schools have status
in their basic early literacy skills than those in selected public schools which include
letter naming, initial sound, phoneme segmentation, nonsense word and oral reading
fluency. The study made by De Leon (2008) similar with this presents study specifically
both researcher used DIBELS as the indicator of their study.
Another study done by Laluna (2005) entitled performance level of the third year
and fourth high school students in Four Dimensions of Reading Comprehension as
influenced by their teachers’ preparedness in teaching reading. She investigated the level
of preparedness of teachers to teach reading as it tried to describe the level performance
of third and fourth year students in Malapatan National High School in four dimensions
of reading comprehension. She found out that teachers’ preparedness in teaching reading
indicated significant influence in the skill mastery of the students in both literal and
11
inferential dimensions of reading comprehension. On the critical and re-organizational
level of reading comprehension showed no significant relationships on the correlation test
of preparedness and performance of students. The present study is similar to the work of
Laluna since both study described reading profiles of students and preparedness.
However the present study focuses more on the reading readiness skills of the
kindergarten pupils.
Association (IRA) and the National Association for the Education of young
Children (NAEYC), have conducted study in St. Simons Island, Georgia in 1990. The
study entitled Literacy on young children whom they found out that the assessment and
instruction provided in these vital first years of formal education should focus on the
cognitive elements that research has shown to be crucial to the process of developing
decoding skills. These areas include cipher knowledge, lexical knowledge, and awareness
knowledge of phonemes, knowledge of the alphabetic principle, and knowledge of letters,
and understanding concepts about print. The concepts of the study similar with the
present study which finding also about the alphabetic principle, phonemes, and
knowledge of letters which also include in the reading readiness skills.
Hypothesis
There is no significant difference in the early literacy skills of both selected public
and private Grade 1 pupils.
The null hypothesis was tested at 0.05 level of significance.
Definition of Terms
12
For better understanding of the study, the following terms are conceptually and
operationally defined:
Basic Early Literacy Skills. In this study, it is the period of the children in their
reading process.
DIBELS. These are set of standardized, individually administered test of early
literacy (reading readiness) development which are designed to be short (one minute)
fluency measures used to monitor and evaluate the development of reading and early
reading skills such as Letter Naming Fluency, Initial Sound Fluency, Phoneme
Segmentation Fluency, Nonsense Word Fluency, and Oral Reading Fluency.
Letter Naming Fluency. This is a standardized subtest of DIBELS, individually
administered test that provides measures of risk. Pupils are presented with a page of
upper-and –lower case. Letters arranged in a random order and are asked to name as
many letters as they can within one minute.
Initial Sound Fluency. In this study this is a standardized, individually
administered measure of phonological awareness that assesses a child’s ability to
recognize and produce the initial sound in an orally presented word within one minute.
The examiner presents four pictures to the child, names each picture, and then
asks the child to identify (i.e. point to or say) the picture that begin with the sound
produced orally by the examiner.
Nonsense Word Fluency. In this study this is a standardized individually
administered test of the alphabetic principle- including letter-sound correspondence and
of the ability to blend letters into words in which letters represent their most common
13
sounds. The pupil is allowed to produce as many letter-sounds as he/she can, and the final
score is the number of letter-sounds produced correctly in one minute.
Phoneme Segmentation Fluency. In this study this is a standardized individually
administered test of phonological awareness which measure assesses a pupils’ ability to
segment three – and –four-phoneme words into their individual phoneme fluently. It
requires the pupil to produce verbally the individual phonemes for each given word
within one minute.
Oral Reading Fluency. In this study this is a standardized, individually
administered test of accuracy and fluency with connected text. The pupils’ performance
is measured by having the pupil read the passage aloud for one minute. The number of
correct words per minute from the passage is the oral reading fluency rate.
Reading Skills Status. In this study, the term refers to the skills levels of selected
kindergarten-2 pupils whose performance is descreibed as at risk, at some risk, and at low
risk in letter naming fluency, initial sound fluency, phoneme segmentation fluency, and
nonsense word fluency. Skill status in oral reading fluency is described as established,
emerging, and non-reader.
Pupil at risk for reading difficulty. These are the pupils who were found to be
potential for reading difficulty. They may either be pupils who are at risk, at some risk,
and low risk.
Pupil at risk. These are the pupils whose score in the letter naming fluency is 28
and below, in initial sound fluency is 9 and below, in phoneme segmentation fluency is 9
and below, and in nonsense word fluency is 29 and below.
14
Pupils at some risk. These are the pupils whose scores in the letter naming
fluency is between 29-39, in initial sound fluency is between 10 to 24, in phoneme
segmentation is between 10 to 34, in nonsense word fluency is between 30 to 49.
Pupils at low risk. These are the pupils whose scores in the letter naming fluency
is 40 and above, in initial sound fluency is 25 and above , initial phoneme segmentation is
35 and above, in nonsense word fluency is 50 and above.
Non-readers. These are the pupils whose scores in the oral reading fluency are 19
and below.
Emerging readers. These are the pupils whose scores in the oral reading fluency
are between 20 to 39.
Established readers. These are the pupils whose scores in the oral reading
fluency are 40 and above.
Grade 1. In this study these are the 50 Grade 1 pupils taken randomly from the
selected private and public elementary schools, S.Y. 2010-2011 in General Santos City
Division.
Selected Elementary Schools. These are the three public elementary schools:
Upper Tambler-1 Elementary Schools, West Elementary School and South Elementary
School and private elementary schools: Sampaguita Educational Institute, Ramon
Magsaysay Memorial Colleges Elementary Department and Holy Trinity College located
in General Santos City.
15
Chapter III
METHODOLOGY
This chapter presents the research design, respondents of the study,
instrumentation, data gathering procedure and the statistical treatment.
Research Design
This is a descriptive – correlative study the variables co-related and described in
the study are the selected private and public elementary school pupils in their basic early
literacy skills in 1.) Letter Naming Fluency; 2.) Initial Sound Fluency; 3.) Phoneme
Segmentation Fluency; 4.) Nonsense Word Fluency; and 5.) Oral Reading Fluency. The
first four skills were described as low risk, some risk, and at risk. The fifth skill was
described as established, emerging, and non-reader.
Research Respondents
The respondents were Grade 1 pupils in selected public schools: Upper Tambler
Elementary School, West Elementary School and South Elementary School; and private
elementary schools: Sampaguita Educational Institute, Holy Trinity Elementary School
and Ramon Magsaysay Memorial Colleges Elementary Department located in General
Santos City. An arbitrary decided 10% quote, sample from each of the Section 1 in the
six schools were sources of data. The pupils from each school were taken proportionally
and randomly to the size of each section in the six elementary schools. Computer-
16
generated numbers was used in getting the sampling unit from each school. The 14%
arbitrary decided quote sample was patterned after the work of Casocot (2003) and Diaz
(2004) because of the tediousness involved in obtaining and evaluating results of the
individualized assessment done by the researcher. Table 1 below shows the population
and sample size from the six schools.
Table 1
Distribution Table
PUBLICPOPULATIO
NSAMPLE SIZE
1. Upper Tambler-1 Elementary School 75 11
2.West Elementary School 76 11
3. South Elementary School 75 11
TOTAL 207 33
PRIVATE
1. Sampaguita Educational Institute 40 6
2. Holy Trinity College 40 6
3. RMMC 35 5
TOTAL 140 17
Research Instrument
The instrument used in gathering the data was an adopted standardized
assessment testing tools called Dynamic Indicators of Basic Early Literacy Skills
(DIBELS 1970). The indicators of DIBELS are: Letter Naming Fluency 111 items, Initial
17
Sound Fluency 16 items, Phoneme Segmentation Fluency 130 items, Nonsense Word
Fluency 88 items and Oral Reading Fluency.
Data Gathering Procedure
The researcher asked permission to the public and private elementary schools in
General Santos City. Then, she asked the number of population of the Grade 1 pupils
belong to the Section 1in the respective schools. Upon determining the respondents for
the study, the researcher met them and conducted the study. It takes for 3 months for the
researcher in conducting the study due to the individualized process. Since every pupil
takes 5 minutes process to answer the questions given and to conduct in their available
time. The said elementary schools are from public: Upper Tambler-1 Elementary School,
West Elementary School, and South Elementary School and from private elementary
school: Sampaguita Educational Institute, Holy Trinity Elementary School and Ramon
Magsaysay Memorial Colleges Elementary Department located in General Santos City.
Statistical Treatment
For this study, the data were analyzed and interpreted using the frequency count,
percentage, mean, T-test for independent samples, standard deviation and anova.
Frequency count and percentages were used to provide data to problems 1 and 2.
To see if there is a significant difference in the basic early literacy skills of the
Grade 1 pupils in selected public and private elementary schools, mean score for each
school was computed and this was tested at 0.05 significant level using T-test for
independent samples.
18
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data gathered in this research
study. The various results are presented in the succeeding tables with corresponding
discussions and explanations. It also answers specific problems given in the previous
chapter.
Table 2
Basic Early Literacy Skills of Selected Grade 1 Pupils from the Selected
Elementary in General Santos City
19
As shown in the Table 2, 75.8% pupils in public elementary schools are at low
risk on letter naming fluency compared to private elementary schools, 70.6%. This means
that pupils from public elementary schools were able to named 40 and above in letter
naming fluency in a minute. This is followed by 23.5%, pupils at some risk, the result
from private elementary schools. The result means that these pupils can name letter
naming fluency 29-39 in a minute. The lowest percentage is 5.9, pupils at risk whose
scores is 28 and below.
Razon (1993) emphasized that during early grades, child knows that he is
focusing on the print and makes inferences between the letters. As what Chall (1976)
suggested in learning to read, reading programs must give emphasis on learning the
alphabet and its phoneme-grapheme relationships. A child should be equipped with letter
knowledge or learning the alphabet since letter share names and are different from each
other, and that specific letter.
In initial sound fluency, 100% pupils at some risk is the highest result in the table.
This means that pupils in private elementary schools were able to pronounce the initial
sound 10 to 24 in a minute and followed by 87.9% from the public schools.
Initial sound fluency measure of phonological awareness that assesses a child’s
ability to recognize and produce the initial sound in an orally presented word within one
minute (http://www.dibels.org).
Learning first Alliance (1998) through phonics, children learn letter sound first
and then blend them. The idea that letters represent sounds of speech and that there are
systematic and predictable relationships between written letters and spoken words.
20
As shown in the phoneme segmentation fluency, the most highlighted score was
in 81.8% are pupils at low risk in public elementary schools. Meaning, these pupils were
able to score 35 and above in phoneme segmentation. In private elementary pupils, there
were 64.7%.
In phoneme segmentation, the test is in phonological awareness which measure
assesses a pupil’s ability to segment three-and-four-phoneme word into their individual
phoneme fluently (http://www.dibels.org).
Phonics emphasizes the alphabetic principles, the idea that letter represents
sounds of speech (http://www.phonicsstrategies.com).
Similar results in pupils at some risk, 35.3% fall on to the private elementary
schools compared to the public elementary schools, 15.2%. The difference of the two
percentages is almost a half.
The last literacy skill is the nonsense word fluency. The result has shown that
pupils at risk are most in private elementary schools with the percentage of 35.3%.
Compared to public elementary schools have percentage only 18.2%. In at risk results,
pupils from private schools have score in nonsense word fluency is 29 and below. Next
are the pupils at some risk are mostly from public elementary schools with the percentage
of 45.5%. As shown on the table, there is big difference when compared to the result
from the pupils at private elementary schools, 5.9%. This means that, pupils from public
schools scores between 30-49. There is only a little difference when it comes to pupils at
low risk from private elementary schools, 58.8% and public pupils got 36%. Meaning,
pupils from private elementary schools score 50 and above in nonsense word fluency.
Reading is the key that unlocks the door to the world of enlightenment and enjoyment,
21
the basic tool for learning in all subjects (Villamin, 1984). The nonsense word fluency
assess a child’s knowledge of letter-sound correspondences as well as their ability to
blend letters together to form unfamiliar “nonsense” words (http://www.dibels.org).
Table 3
Distribution of Pupils According to Oral Reading Fluency in terms of Type of School
DescriptionOral Reading Fluency
Public School Private School Totalf % f % f %
Established Reader 12 36.4 6 35.3 18 36Emerging Reader 5 15.2 6 35.3 11 22Non- Reader 16 48.5 5 29.4 21 42
TOTAL 33 100 17 100 50 100
Table 3 shows the literacy skills of selected elementary pupils from selected
elementary schools on General Santos City in terms of oral reading fluency across type of
school. Majority or 48.5% of the pupils from public schools are non-readers compared to
private schools.
One factor that affects public schools is due to the class population as compared
to the private schools. The difference between the two elementary schools is 29.4 or
almost a half. The non-readers are the pupils whose scores in the oral reading fluency is
19 and below.
For the results in established reader, as shown in the table, there is only a little
difference in the result. This means that both schools have scores in the oral reading
fluency is 40 and above. However, 35.3% of the pupils from the private schools are
emerging readers compared to the public elementary schools, only 15.2%.
22
According to Goodman and Goodman (1977), reading is interaction with printed
language to obtain meaning. Concrete experiences and many opportunities to talk an out
them, will do much to help children become good readers.
Table 4
Difference between Literacy Skill and Type of School
Description
Type of School
t- computed
p- valuet-
criticalRemark Decision
Public School
Private School
_X
_X
Letter Naming Fluency
52.27 60.00 0.282 0.779 1.645Not
SignificantAccept H0
Initial Sound Fluency
13.39 14.82 -1.500 0.140 1.645Not
SignificantAccept H0
Phoneme Segmentation
Fluency61.76 64.76 0.968 0.338 1.645
Not Significant
Accept H0
Nonsense Word
Fluency50.09 58.88 -0.219 0.827 1.645
Not Significant
Accept H0
Oral Reading Fluency
35.18 36.65 -0.674 0.504 1.645Not
SignificantAccept H0
Table 4 presents the difference between the literacy skills and type of school of
the selected pupils from the selected public and private elementary schools in General
Santos City. The most highlighted result on the table is the phoneme segmentation
fluency, 64.76% from the private schools compared to the public schools percentage
which is 61.76%. This means that the pupils from the private schools got scores higher in
the phoneme segmentation fluency test. The t-computed is 0.968, p-value is 0.338.
23
This followed the letter naming fluency, 60% for the private school as compared
to the public schools only got 52.27%. There is almost 8% percent difference of the two
schools. In this case, pupils in private schools are better in the test of letter naming
fluency.
The last highest highlighted result in the table is in the nonsense word fluency,
58.88% from the private school and 50.09 from public school.
From the table, in initial sound fluency, the results have only a small difference,
14.82% in private and 13.39% in public school. Both schools have performed better.
24
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of the study, conclusions and some suggestions.
Summary
This study was conducted to 50 Grade 1 elementary pupils from the selected
elementary schools in General Santos City. There were 33 pupils from the public schools
and 17 from the private schools. This study aimed to evaluate and describe the basic
early literacy skills of these elementary pupils.
Specifically, it sought answers to the following:
1. What percentage of the Grade 1 pupils are at risk, some risk and low risk on the
following early literacy skills:
a. Letter naming fluency;
b. Initial sound fluency;
c. Phoneme segmentation fluency;
d. Nonsense word fluency?
2. What percentage of the pupils are:
a. Non-readers;
b. Emerging readers;
c. Established readers?
25
3. Is there any significant difference in the basic early literacy skills of the pupils
in selected elementary pupils?
Findings
This study revealed the following:
1. There are 75.8% of the pupils from public schools and 70.6% of the pupils
were at low risk in letter naming fluency; 100% from private schools and 87.9%
of the pupils are at some risk in initial sound fluency; 81.8% of the pupils are at
low risk in the phoneme segmentation fluency while 64.7% from the private
schools; and only 36.4% of the pupils from public schools are at low risk in
nonsense word fluency as compared to 58.8% from the private schools.
2. There are 48.5% from the public schools who are non-readers. Almost the
percentage for established readers: 36.5% from public schools and 35.3% from
the private schools.
3. The t-computed for the mean score, resulted that there is no significant
difference in public and private elementary schools. The null hypothesis is also
accepted.
26
Conclusions
Based on the findings in this study, the following conclusions were made:
1. The pupils in the public schools had the same performance in the different
aspects of the literacy skills such as letter naming fluency, initial sound fluency,
phoneme segmentation fluency, nonsense word fluency and oral reading fluency
with those in the private schools.
2. Majority of the pupils in public are non-readers.
3. The literacy skills of Grade 1 pupils from both public and private were not
significantly different.
Recommendations
Based on the findings and conclusions of the study, the following
recommendations were made:
1. Grade 1 pupils in both selected private schools should beexplicitly
taught and trained more in developing their initial sound fluency and phoneme
segmentation.
2. The schools administrators and teachers should provide special
programs or intervention to pupils who are at risk especially the non-readers.
27
3. The use of DIBELS to assesses or measure the status of basic early
literacy skills of Grade 1 pupils and to identify the specific skills that will
explicitly taught in interventions. The results of which will inform the school
special reading programs or intervention reading activities.
4. A similar study may be done among the Grade 1 in the public and
private elementary schools as respondents.
28
BIBLIOGRAPHY
A BOOKS
Aquino and Razon. 1993. Young Children and Reading. London: Pitman Company.
Challand Jeanne S. 1967. Learningto read: The Great Debate. New York. Mc Grwa-Hill.
Dechant,Emeralds. 1964. Imprtoving the teaching of reading. New Delhi. Prentice Hall of India.
Diane Lapp and James Flood. 1990. Towards Reading. New York: Macmillan Publishing Company.
Froebel. 1990. First Step towards Reading. Metro Manila: Philippine Publishing House.
Lyon. 1997. Kindergarten and Reading. Great Britain: World Publishing Company.
Perfetti and Zints. 1983. Reading Process. New Jersey, USA: Prentice –Hall, Inc.
B DICTIONARY/ENCYCLOPEDIA
Webster’s Universal College Dictionary, 1997. New York: Random HousePublisher, Inc.
C UNPUBLISHED MATERIALS
IRA AND NAEYC.1990. “Literacy on Young Children’s. Simons Island, Georgia: Bull Publishing House.
Racquel De Leon.2008. “Basic Early Literacy Skills of Grade 1 Pupils in Selected Schools: An Evaluation of their reading status. Master’s Thesis. Mindanao State University, Undergraduate.
29
Yvonne Laluna.2005. “Performance of the Third year and Fourth year High School Students in Four Dimension in Reading Comprehension as influenced by their teachers’ preparedness in Teaching Reading”. Master’s Thesis. Mindanao State University, Undergraduate.
D ONLINE RESOURCES
http://www.vcu.edu/engweb/home/theory.html/
www.wested.org.(stralit/ideas/reading/process.html)
www.readingrockets.org
www.dibels.uoregon.edu
30
APPENDIX A
Letter of Permission to the School Prinicpals
Mindanao State UniversityCOLLEGE OF EDUCATION
Fatima, General Santos City
July 23.2010
LILIBETH ROAPrincipalHoly Trinity DepartmentDaproza Avenue General Santos City
Dear Madam:
Greetings!
I am a fourth BSEd English student of Mindanao Satae University, who is recently undertaking a research entitled “BASIC EARLY LITERACY SKILLS OF THE GRADE-1 PUPILS IN SELECTED PUBLIC AND PRIVATE ELEMENTARY SCHOOL IN GENERAL SANTOS CITY,” in partial fulfillment of the course requirements in Educ 199 (Thesis Writing).
In this connection, I am asking for your permission to allow me to conduct my study in your school. May I also request 14% population of the first section of the grade pupils from your school to serve as a sample from your school.
Thank you very much for your action in this regard. Your contribution to the success of this endeavor will be highly appreciated.
Respectfully yours,
AMFRECHINE V. NAMUAG Researcher
Noted by:
PROF. MELY P. SUBIERE Adviser
31
Mindanao State UniversityCOLLEGE OF EDUCATION
Fatima, General Santos City
July 23. 2010
ALEXANDER O. MARIPrincipalSampaguita Children’s Learning Center,#33 Sampaguita street,General Santos City.
Dear Sir:
Greetings!
I am a fourth BSEd English student of Mindanao Satae University, who is recently undertaking a research entitled “BASIC EARLY LITERACY SKILLS OF THE GRADE-1 PUPILS IN SELECTED PUBLIC AND PRIVATE ELEMENTARY SCHOOL IN GENERAL SANTOS CITY,” in partial fulfillment of the course requirements in Educ 199 (Thesis Writing).
In this connection, I am asking for your permission to allow me to conduct my study in your school. May I also request 14% population of the first section of the grade pupils from your school to serve as a sample from your school.
Thank you very much for your action in this regard. Your contribution to the success of this endeavor will be highly appreciated.
Respectfully yours,
AMFRECHINE V. NAMUAG Researcher
Noted by:
PROF. MELY P. SUBIERE Adviser
32
Mindanao State UniversityCOLLEGE OF EDUCATION
Fatima, General Santos City
July 23. 2010
ZENAIDA A. GULLEPrincipalDadiangas West Central Elementary,General Santos City.
Dear Madam:
Greetings!
I am a fourth BSEd English student of Mindanao Satae University, who is recently undertaking a research entitled “BASIC EARLY LITERACY SKILLS OF THE GRADE-1 PUPILS IN SELECTED PUBLIC AND PRIVATE ELEMENTARY SCHOOL IN GENERAL SANTOS CITY,” in partial fulfillment of the course requirements in Educ 199 (Thesis Writing).
In this connection, I am asking for your permission to allow me to conduct my study in your school. May I also request 14% population of the first section of the grade pupils from your school to serve as a sample from your school.
Thank you very much for your action in this regard. Your contribution to the success of this endeavor will be highly appreciated.
Respectfully yours,
AMFRECHINE V. NAMUAG Researcher
Noted by:
PROF. MELY P. SUBIERE Adviser
33
Mindanao State UniversityCOLLEGE OF EDUCATION
Fatima, General Santos City
July 14. 2010
LEONORITA P. PINEDAPrincipal IIDadiangas South I Elementary,General Santos City.
Dear Madam:
Greetings!
I am a fourth BSEd English student of Mindanao Satae University, who is recently undertaking a research entitled “BASIC EARLY LITERACY SKILLS OF THE GRADE-1 PUPILS IN SELECTED PUBLIC AND PRIVATE ELEMENTARY SCHOOL IN GENERAL SANTOS CITY,” in partial fulfillment of the course requirements in Educ 199 (Thesis Writing).
In this connection, I am asking for your permission to allow me to conduct my study in your school. May I also request 14% population of the first section of the grade pupils from your school to serve as a sample from your school.
Thank you very much for your action in this regard. Your contribution to the success of this endeavor will be highly appreciated.
Respectfully yours,
AMFRECHINE V. NAMUAG Researcher
Noted by:
PROF. MELY P. SUBIERE Adviser
34
Mindanao State UniversityCOLLEGE OF EDUCATION
Fatima, General Santos City
July 14. 2010
BETTY BANTULOPrincipal 1RMMC – Elementary Department,Beatilles Street,General Santos City.
Dear Madam:
Greetings!
I am a fourth BSEd English student of Mindanao Satae University, who is recently undertaking a research entitled “BASIC EARLY LITERACY SKILLS OF THE GRADE-1 PUPILS IN SELECTED PUBLIC AND PRIVATE ELEMENTARY SCHOOL IN GENERAL SANTOS CITY,” in partial fulfillment of the course requirements in Educ 199 (Thesis Writing).
In this connection, I am asking for your permission to allow me to conduct my study in your school. May I also request 14% population of the first section of the grade pupils from your school to serve as a sample from your school.
Thank you very much for your action in this regard. Your contribution to the success of this endeavor will be highly appreciated.
Respectfully yours,
AMFRECHINE V. NAMUAG Researcher
Noted by:
PROF. MELY P. SUBIERE Adviser
35
Mindanao State UniversityCOLLEGE OF EDUCATION
Fatima, General Santos City
July 23. 2010
DANTE P. CUADRADOPrincipalUpper Tambler Elementary-1fatima,General Santos City.
Dear Sir:
Greetings!
I am a fourth BSEd English student of Mindanao Satae University, who is recently undertaking a research entitled “BASIC EARLY LITERACY SKILLS OF THE GRADE-1 PUPILS IN SELECTED PUBLIC AND PRIVATE ELEMENTARY SCHOOL IN GENERAL SANTOS CITY,” in partial fulfillment of the course requirements in Educ 199 (Thesis Writing).
In this connection, I am asking for your permission to allow me to conduct my study in your school. May I also request 14% population of the first section of the grade pupils from your school to serve as a sample from your school.
Thank you very much for your action in this regard. Your contribution to the success of this endeavor will be highly appreciated.
Respectfully yours,
AMFRECHINE V. NAMUAG Researcher
Noted by:
PROF. MELY P. SUBIERE Adviser
36
APPENDIX B
Questionnaire
Letter Naming Fluency
V l h g S y Z W L N________
I K T D K T q d z w________
h w z m U r j G X u________
g R B Q l f I Z s r________
S n C B p Y F c a E________
y s Q P M v o t n P_______
Z A e x f F h u A t________
W G H b s I g m I i________
L L o o X N E Y p x________
N K c D d Y b j R v______
V M W q V I h g S y________
37
Initial Sound Fluency
This is eggs, dog, spider, lion (point to pictures). SCORE
1. Which picture begins with / l /? 01
2. Which picture begins with / d /? 01
3. Which picture begins with / e /? 01
4. What sound does “spider’ begins with? 01
This is hen, banana, cat, snake (point to picture).
1. Which picture begins with / h /? 01
2. Which picture begins with / b /? 01
3. Which picture begins with / s /? 01
4. What sound does “cat “begin with? 01
This is scissors, bell, cake, milk (point to pictures).
1. Which picture begins with / k /? 01
2. Which picture begins with / m /? 01
3. Which picture begins with / s /? 0
38
4. What sound does “bell” begin with? 01
This is horse, tree, robot, cup (point to pictures).
1. Which picture begins with / k /? 0 1
2. Which picture begins with / h /? 0 1
3. Which picture begins with / r /? 0 1
4. What sound does “tree” begin with? 01
TIME:_______ seconds TOTAL CORRECT:________
39
Phoneme Segmentation Fluency
trick /t/ /r/ /i/ /k/ cat /k/ /a/ /t/ ___/7
dog /d/ /o/ /g/ pick /p/ /i/ /k/ ___/6
mine /m/ ie/ /n/ noise /n/ /oi/ /z/
___/6
coat /k/ /oa/ /t/ spin /s/ /p/ /i/ /n/ ___/7
meet /m/ /ea/ /t/ ran /r/ /a/ /n/ ___/6
wild /w/ /ie/ /d/ dawn /d/ /o/ /n/ ___/7
woke /w/ /oa/ /k/ sign /s/ /ie/ /n/ ___/6
fat /f/ /a/ /t/ wait /w/ /ai/ /t/ ___/6
side /s/ /ie/ /d/ yell /y/ /e/ /l/ ___/6
jet /j/ /e/ /t/ of /o/ /f/ ___/5
land /l/ /a/ /n/ /d/ wheel /w/ /ea/ /l/ ___/7
beach /b/ /ea/ /ch/ globe /g/ /l/ /oa/ /b/ ___/7
TOTAL:_____/13
40
Nonsense Word Fluency
boj sim uk bod naf ____/14
mik lut bil fer zel ____/15
dap nek kog pim ret ____/15
jom fom neb vum gim ____/15
et zik dij fek pol ____/14
kej rit jul bee waz ____/15
TOTAL CORRECT SOUNDS (CLS):______
41
Oral Reading Fluency
ICE CREAM
When it is too hot outside, cold ice cream cools me off. I like 14
Strawberry the best, but rocky road is good, too. My brother likes 26
bubble gum and vanilla. 30
The ice cream man comes down our street in the summer. 41
When he gets close he rings his bell. All the kids hear the bell. 55
They get some money and go outside and wait. They sit on the 68
Sidewalk until he comes. All of the kids want to buy some cold 81
ice cream to eat. 85
The ice cream man has drum sticks, ice cream bars, and 95
bonbons. His ice cream tastes good. I like bonbons best. 105
My mother makes the very best ice cream of all. She uses our 118
old ice cream freezer. She puts milk, sugar, and eggs inside. She 130
puts lots of ice inside, too. 136
I get to turn the handle. My hand gets cold and it takes a long 151
time. My arm gets very tired turning the handle. Finally the ice 163
cream is ready to eat. My mom lets me lick the ice cream paddle 177
I think the very first taste is the best. 186
Yum! That tastes great!
42
TOTAL WORDS:_____- ERRORS:_____=WORDS CORRECT:__ORF TOTAL:____
APPENDICES C
Percentage of Mean Score of Public and Private Elementary Schools
school * psf2 Crosstabulation
1 5 27 33
3.0% 15.2% 81.8% 100.0%
0 6 11 17
.0% 35.3% 64.7% 100.0%
1 11 38 50
2.0% 22.0% 76.0% 100.0%
Count
% within school
Count
% within school
Count
% within school
Public
Private
school
Total
9 and below 10-34 35 and above
psf2
Total
43
school * isf2 Crosstabulation
4 29 33
12.1% 87.9% 100.0%
0 17 17
.0% 100.0% 100.0%
4 46 50
8.0% 92.0% 100.0%
Count
% within school
Count
% within school
Count
% within school
Public
Private
school
Total
9 and below 10-24
isf2
Total
Schools ‘Initial Sound Fluency
Schools’ Phoneme Segmentation
school * nwf2 Crosstabulation
6 15 12 33
18.2% 45.5% 36.4% 100.0%
6 1 10 17
35.3% 5.9% 58.8% 100.0%
12 16 22 50
24.0% 32.0% 44.0% 100.0%
Count
% within school
Count
% within school
Count
% within school
Public
Private
school
Total
29 and below 30-49 50 and above
nwf2
Total
school * orf2 Crosstabulation
16 5 12 33
48.5% 15.2% 36.4% 100.0%
5 6 6 17
29.4% 35.3% 35.3% 100.0%
21 11 18 50
42.0% 22.0% 36.0% 100.0%
Count
% within school
Count
% within school
Count
% within school
Public
Private
school
Total
non-readersemergingreaders
establishedreaders
orf2
Total
Frequency Distribution of FluencyLetter Naming Fluency
ISF1
44
Frequency Percent Valid PercentCumulative
Percent
Valid 15-39 15 30.0 30.0 30.0
40-70 30 60.0 60.0 90.0
71-85 4 8.0 8.0 98.0
86-100 1 2.0 2.0 100.0
Total 50 100.0 100.0
Schools’ Nonsense Word Fluency
School’s Oral Reading Fluency
Frequency Percent Valid PercentCumulative
Percent
Valid 15-39 1 2.0 2.0 2.0
40-70 8 16.0 16.0 18.0
71-85 6 12.0 12.0 30.0
86-100 35 70.0 70.0 100.0
Total 50 100.0 100.0
NWF1
Frequency Percent Valid PercentCumulative
Percent
Valid 0-14 4 8.0 8.0 8.0
15-39 11 22.0 22.0 30.0
40-70 16 32.0 32.0 62.0
71-85 1 2.0 2.0 64.0
86-100 18 36.0 36.0 100.0
Total 50 100.0 100.0
45
Initial Sound Fluency
Nonsense Word Sound Fluency
Frequency Percent Valid PercentCumulative
Percent
Valid 0-14 7 14.0 14.0 14.0
15-39 15 30.0 30.0 44.0
40-70 21 42.0 42.0 86.0
86-100 7 14.0 14.0 100.0
Total 50 100.0 100.0
ORF1
Frequency Percent Valid PercentCumulative
Percent
Valid 0-14 13 26.0 26.0 26.0
15-39 16 32.0 32.0 58.0
40-70 8 16.0 16.0 74.0
71-85 4 8.0 8.0 82.0
86-100 9 18.0 18.0 100.0
Total 50 100.0 100.0
46
Phoneme Segmentation Fluency
Oral Reading Fluency
Descriptive Statistics of Fluency
ANOVA
sum of square df Mean Square F Sig.
LNF Between Groups 669.955 1 669.955 1.929 .171
Within Groups 16670.545 48 347.303
Total 17340.500 49
ISF Between Groups 22.931 1 22.931 3.089 .085
Within Groups 356.349 48 7.424
Total 379.280 49
NWF Between Groups 867.188 1 867.188 1.048 .311
Within Groups 39726.492 48 827.635
Total 40593.680 49
PSF Between Groups 101.461 1 101.461 .078 .782
Within Groups 62787.119 48 1308.065
Total 62888.580 49
ORF Between Groups 24.089 1 24.089 .029 .865
Within Groups 39446.791 48 821.808
Total 39470.880 49
47
CURRICULUM VITAE
PERSONAL PROFILE
Name : Amfrechine Villadar Namuag
Date of Birth : August 30, 1988
Place of Birth : Zone 1 Blk. 9, Brgy. Fatima, General Santos City
Age : 22 years old
Status : Single
Citizenship : Filipino
Address : Zone 1 Blk. 9, Brgy. Fatima, General Santos City
Father : Arnulfo Salim Namuag
Mother : Marina Villadar Namuag
EDUCATIONAL BACKGROUND
Elementary : SEK. KEB JEROCO, Sabah, Malaysia
Secondary : Fatima National High School
Tertiary : Mindanao State University - General Santos City
Degree : Bachelor of Secondary Education
Area of Specialization: English
Thesis Title: “Basic Early Literacy Skills of the Grade 1 Pupils in Selected Public
and Private Elementary Schools in General Santos City”
48
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