Development of Mother Tongue-based Early Literacy Assessment Tools for Ilokano Children

Joel Bagain Lopez

Joel Bagain Lopez

By Joel Bagain Lopez
Department of Education Region I, Ilocos Norte
jfilesjdoc@yahoo.com

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ABSTRACT

This study developed mother tongue-based early literacy assessment tools for Ilokano children. These tools include tests to identify the early literacy achievement of children, such as Panagilasin kadagiti Letra (Letter Identification), Panagbasa kadagiti Sao ken Sinan-sao (Word and Pseudo- word reading), Pannakaawat iti Panagbasa (Understanding about Reading), Panagsurat kadagiti Letra (Alphabet Writing), Panagsurat kadagiti Sao (Word Writing), and Panagsurat iti Istoria (Story Writing).

The research and development (R and D) process was used in this study. It particularly employed Strickland’s (2006) ADDIE model: Analyze, Design, Develop, Implement and Evaluate. The Analyze phase included bibliographical research and identification of early literacy achievement of children. In the Design phase, the information gathered were organized as basis in the making of assessment tools, determining how to assess the early literacy achievement of children, and designing the assessment tools in order to capture children’s achievement in reading and writing. The Develop phase included the writing, validation and refinement of the assessment tools. In the Implement phase, the assessment tools were tried out and their usefulness were determined.

The assessment tools were found to be highly valid as established by the composite means of the rating given by the validators. The reliability estimates indicated that the assessment tools are very reliable. In general, it was found out that the assessment tools measure what they intend to measure and that they produce very reliable results.

The teachers found the assessment tools to be very useful in identifying what children are capable of doing. Information gathered through the reading assessment tools guide teachers in teaching children how to read and write.

It was recommended that the output of this study be disseminated and distributed to reading teachers of the Division of Ilocos Norte and in Ilokano speaking regions in the country.

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One thought on “Development of Mother Tongue-based Early Literacy Assessment Tools for Ilokano Children

  1. To raise the issue of developing mother tongue-based early literacy assessment tools for Ilocano children at this nascent stage of the MTB-MLE program as initially implemented under DepEd Order No. 74 s. 2009 and now required in an even more expanded program under RA 10533 (The Enhanced Basic Education Act of 2013) which was signed into law by Pres. Benigno Aquino on May 15, 2013, is both compelling and timely. Sec. 4 of RA 10533 is succinct:
    “For kindergarten and the first three (3) years of elementary education, instruction, teaching materials and assessment shall be in the regional or native language of the learners. The Department of Education (DepED) shall formulate a mother language transition program from Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of instruction until such time when these two (2) languages can become the primary languages of instruction at the secondary level…”
    Having done that, Mr. Lopez plods rather dismally through a bibliographical research, sometimes repeatedly, instead of showing sufficiently the assessment tools (actual content and verbiage of the assessment tools), summarizing and analyzing his research data (results) to reach his conclusions and recommendations. When he mentions Table 16 on Page 7 and actually included only 2 tables, one realizes that the paper was either severely truncated or something just went terribly wrong. If the reader were given the chance to read the actual contents of the “assessment tools” in Ilocano, perhaps the sense of “sleight of hand” being pulled by the author would have been less discomforting; it would have been easier for the reader to understand where Mr. Lopez is going and why…

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