CHAPTER 1

PROBLEM AND ITS BACKGROUND

I- INTRODUCTION

Early language literacy is part of relatively new understanding of how children

develop reading, writing and language skills. It is crucial to one’s children to develop these

skills. The emergent literacy skills are critical “getting ready to read” skills that children need

to develop before they can learn to read. The foundation of learning is in a child’s early

language literacy. As a component of basic education, in order to achieve lifelong learning, a

learner must acquire the language literacy skills. Children who do not learn to read and write

might be at risk for dropping out, leave school early and resultant to have poorer emotional

capacity and likely end up to poverty.

There are early language literacy practices utilized by the teachers in primary

grades of Payatas B Elementary School. In order to impart the different skills for the learners

to learn the concepts of letter knowledge and alphabetical principle, emergent literacy, or

reading readiness, skills begin to develop very early in life. These critical school-readiness

skills go beyond knowing the ABC’s that teachers made sure they taught the competencies of

basic reading. They also tapped their parents to have an involvement and provide support to

their children in developing the language literacy skills. In spite of the eagerness of primary

teachers to eliminate number of struggling learners, based from the recent assessment of grade

three learners by their respective advisers showed that one-third of their class are considered

in struggling level. This school year 2019-2020, last June were reported by the grade three

teachers the actual number of 133 as struggling readers.

Thus the researcher is prompted to conduct a study on the early language literacy skills

of the grade three pupils so that the school will benefit from the study by approving on their

language program.
 CHAPTER 2
LITERATURE REVIEW

Literacy skills development is one of the basic goals of elementary education. As the

DepEd issues policy on utilization of the early grade reading assessment that aims to track

progress of learning or monitor the development of early literacy. In school year 2014-2015,

this tool Early Grade Reading Assessment (EGRA) is individually administered oral

assessment that aims to assess foundational literacy skills of children in the early grades. It was

adapted by the DepEd following international standards and guidelines.

From the data collected through EGRA which helps identify literacy skills and

competencies that are acquired by the early grade learners, as well as least learned skills and

competencies that should be focused on instructional and/or intervention programs.

Through this assessment the following primary skills assessed are book and print, letter

name knowledge, letter sound knowledge, initial sound discrimination, familiar word reading,

non-word reading, oral reading fluency passage, oral reading comprehension, listening

comprehension passage and dictation. These skills should be assessed in order to establish a

baseline of literacy performance of primary grades especially the grade three pupils. As the

DepEd implemented the “Every Child a Reader Program” (ECARP), every school has its own

mechanism to address the need of literacy development.

Learning of one’s individual is based from the foundation of education that they acquire.

Reading is one important aspects of learning that a learner must possess and given emphasis

to young learners. The reading ability of a learner must be developing in order for them to

understand what they are learning. The key to literacy is reading development, a progression

of skills which begins with the ability to understand spoken words, decode written words, and

react on printed text.

In order to communicate with others, listening, speaking, reading and writing skills

need to be mastered by every learner. Without these skills, a learner affects their self-esteem,

they will become loner and isolate themselves from others. It will also affect their

performance in the class and may not interested with their studies.

One of the problems that many schools are facing today is the reading ability of

learners. This is the condition which teachers find difficulties in making pupils learn. At this

point, most of the learners could not express their insights and ideas in the second language.

Learning how to read should be prioritized and given more attention because it is easier to

acquire knowledge and information, understand the competencies taught by their teachers if a

learner could read. Reading is the key to a successful learning. Teaching young children to

read helps them develop their language skills. It also helps them to listen. If a child learns to

read, everything follows for the development and improvement of their literacy skills.

Based from the recent assessment of grade three learners by their respective advisers

showed that one-third of their class are considered in struggling level. Thus the researcher is

prompted to conduct a study on the early language literacy skills of the grade three pupils so

that the school will benefit from the study by approving on their language program.

II-LITERATURE REVIEW
 This chapter will include the literature and studies as relevant to the study. The

researcher will include foreign and local literature and local studies that are significant to the

present study.

III- RESEARCH QUESTIONS

Specifically, it seeks to answers’ the following questions:

1. What are the teacher’s assessments on early language literacy skills of grade three

pupils in the following aspects:

1.1 listening

1.2 speaking

1.3 reading and

1.4 writing?

2. What are the parent’s assessments on early language literacy skills of grade three

pupils in the following aspects:

1.1 listening

1.2 speaking

1.3 reading and

1.4 writing?

3. Is there a significant difference between the assessment of teachers and parents

with regards to the aforementioned skills?

4. What enrichment program will be proposed based on the results of the study?

IV- SCOPE AND LIMITATION

 The main thrust of this study is to assess the language literacy skills of the grade three

pupils in Payatas B Elementary School, Brgy. Payats, Quezon City in the academic year

2019-2020 as observe by the teachers in school and parents at home.

The study may be limited on the language literacy skills of struggling readers and

develop an enrichment program to improve the ability and the right attitude toward reading of

every learner.

V- RESEARCH METHODOLOGY

Research Design

This study is a descriptive-correlational research. Descriptive research deals with the

relationship between the variable, the testing of the hypothesis, and the development of

generalizations, principles that have universal validity.

a. Sampling

The simple random sampling technique will be employed using the drawing out from

the bowl technique of the parent-respondents sample by each section of grade three parents.

Since there are 15 sections the researcher will pick 8 parents whose child is included in

struggling level reported by the advisers in each section.

b. Data Collection

The researcher will use a questionnaire which is self-constructed, guided by her

reading and analysis of printed materials. It consists of item with which to assess the pupils’

language literacy skills. The researcher will ask master teachers in the school and expert

person to give and gather some comments and suggestions to improve the said tool.

The respondents will check the questionnaire using the following scale below:
 5 - O - Outstanding

4 - VS - Very Satisfactory

3 - S - Satisfactory

2 - F - Fair

1 - NI - Needs Improvement

c. Ethical Issues

The data gathered from this study will be confidential. There is a limited access of the

data to another person’s data, thoughts, ideas and feelings when they agree to participate.

Moreover, the researcher is required to provide comprehensive and accurate information to

utilize in this study. The assessment tool used to every respondent should be treated fairly and

equally.

d. Plan for Data Analysis

The data collected will be treated with different statistical tool and some with purely

qualitative interpretations, then it will be presented, will be analyzed and it will be

interpreted. The order of the presentation of collected data follows the order of the problem

raised from research questions.

VII- COST ESTIMATES

As the estimated cost, the researcher will be utilizing an amount for the production of

questionnaires.

VIII- PLANS FOR DISSEMINATION AND ADVOCAY

 The researcher seeks an approval letter to the school principal and Schools Division

Superintendent. From the approved letter to pursue the study, the researcher will conduct an

orientation to the selected parents whose child are in the struggling level. A questionnaire

which is self-constructed will be distributed to the teacher and parents’ respondents. The

answered questionnaire will be gathered and will be tabulated and statistical tool will be

applied for the treatment of data. The suggested work plan will be monitored and will be

done as planned.

IX- REFERENCES

McBride, C. (2016) The role of morphological awareness in learning to read and to

write in Children’s Literacy and Development.Hove:Routeledge

Duque, M. (2014). Designing tasks for developing skills in the language classrooms.

Oxford Univesity Press.

Lilian. (2016). Ortography,cracking the ABC code.https:cracking theabccode.com

Adams, M. J.Phonemic Activities for the preschool or elementary classroom reading

rockets.https://www.readingrockests.org/article/phonemic-activities.
Appendices:

Sample Questionnaire for Teachers and Parents