LICENSURE EXAMINATION FOR TEACHERS REVIEWER (Part 1)

In taking the Licensure Examination for Teachers (LET), it doesn’t necessarily mean that you should
know ALL the theories, principles and relevant laws in Education. If that is what you believe in, then you
are only preparing “half” of the review for the LET. Yes it is essential for you to know them, or maybe
familiarize yourself with them, BUT you should always remember that the Licensure Examination for
Teachers doesn’t only measure how you memorize those proponents of several theories and the
underlying principles of teaching and learning, but also measure HOW you are able to apply them on the
actual setting. How you select the appropriate solutions to given situations and when to apply these
principles are also vital in the LET.

Preparations for the LET

Since there are no two individuals that are exactly alike then there are no two individuals also that
prepare for the LET in the same manner. We have different learning styles during a review. Some may tend
to self-review while others enroll on Review Centers.
In terms of Self-Review, it is important to carefully plan your review schedules. If you want, for
example, to make use of the first three weeks on reviewing General Education (English, Math, Science,
Filipino and Social Studies) then it is definitely okay. Make sure that you are able to cover the five areas of
general education in the span of three weeks. If you think you can’t then add another week in case of
shortcomings. Having self-review means you have the control of your time so make sure you make the
best out of it. Utilize your time well towards a fruitful and efficient review.
If you think you can’t keep track of your time management and you want to review with a group
(co-examinees) then better enroll in LET Review Centers. There are several review centers you can choose
from like Carl Balita Review Center, St. Louis Review Center and MindGym Philippines. Some schools have
their own program for LET review and they can be of great help, too.
It is also important to take note that in the actual Licensure Examination for Teachers, you have to
select the BEST answer. This is very applicable on Professional Education items which is the second part of
the LET (last part for Elementary teacher examinees). Some may find this kind of test to be difficult because
more often than not, choices a, b, c and d seem to be all correct. If you have several sources or sample
questions for the board exam then try to answer them and assess your performance. This will help you get
use to such kind of test items. Make sure that during your review, prayers should not be absent.

Examination Day
After you have prepared for the big day and you think you are well-equipped then you have
already one of the key ingredients on taking the LET --- Confidence. Never doubt yourself during the big
day. Be positive. Try to observe other examinees. They may be hundreds and they are just like you
convincing their selves that they can do it. Be calm. Never get startled if you think you know nothing or
you forgot some of the key principles you just memorized and learned. Sometimes when you are already
taking the exam they will just pop out of your head so it is better for you to relax.
Listen carefully to the assigned room watcher. Be attentive at all times because you don’t want to
commit any mistakes during the filling of forms. Attached to it are the answer sheets. Never ever get messy
with your answer sheets. Avoid putting smudges in it because your answers are checked and scanned by a
machine and it is very sensitive so better keep your answer sheets clean. You are only allowed to write
anything on the test booklet.
For Secondary teacher examinees there will be three parts: General Education followed by
Professional Education then Specialization will be done in the afternoon. Two (2) hours are alloted for the
first and second part while three-four hours are alloted for the field of Specialization. There is an hour
allotment for a break after each tests. For Elementary teacher examinees, there will be two parts for the
exam; GenED and ProfED only. Take time on answering each parts of the LET. Have trust in yourself.
 Handling of Examinee Identification Sheet/Answer Sheets
 Check if the Serial Number of Examinee Identification Sheet/Answer Sheets are the same for all the sheets.
If there is any discrepancy, return the set to your Room Watchers for replacement. The Serial Number is
NOT the examination number. It has nothing to do with your examination.
 Check if there are defects or unnecessary marks on your Examinee Identification Sheet/Answer Sheets.
 Check if the number of Answer Sheets corresponds to the number of examination subjects.
 Do not fold or mutilate, take extra care and keep clean your Examinee Identification Sheet/Answer Sheets.
 Before detaching an answer sheet, check if the brown envelope is yours and the set inside belongs to you.

*TO PASS THE EXAMINATION, AN EXAMINEE MUST OBTAIN AN AVERAGE OF NOT LESS THAN 75%
AND MUST HAVE NO RATING LOWER THAN 50% ON ANY TESTS

PROMISE TO YOURSELF THAT AFTER YOU TAKE THE LICENSURE EXAMINATION FOR TEACHERS,
THE NEXT TIME YOU WILL VISIT THE EXAM PLACE WILL BE FOR YOUR LICENSE, NOT FOR A
SECOND TAKE OF THE EXAM.

LICENSURE EXAMINATION FOR TEACHERS Reviewer On

PROFESSIONAL EDUCATION:
HUMAN GROWTH AND DEVELOPMENT and FACILITATING LEARNING

GROWTH
 Increase in body size and other parts of the human body
 Pertains to quantitative changes in the body and can be measured
 Takes place in the first twenty (20) years of life
 Most rapid during infancy and growth spurt on adolescence/puberty

DEVELOPMENT
 Pertains to qualitative change in the human body and cannot be measured
 It happens from simple to more complex
 Takes place even after 20 years of life
 Refers to our maturation
(Remember that the process of Growth and Development cannot be compared!)
There are two (2) Factors affecting Growth and Development:
1. Heredity (Nature) - refers to the transfer of genes. It also puts limitation in growth and development.
2. Environment (Nurture) – pertains to the interaction with the surroundings and proper nutrition
acquired.

When a baby is newly born, it is covered with a cheese-like substance called vernix caseosa. Also covering
the newborn is lanugo which is the fine hair-like structure covering the baby.

There are also different types of birth presentations. They are the ff:
1. Cephalic when the head of the baby is presented first during birth giving.
2. Breech when the legs/buttocks are presented, and
3. Transverse when the shoulders of the baby are presented during birth.
 During infancy, babies tend to present reflexes. Reflexes are involuntary movements or actions.
Some movements are spontaneous, occuring as part of the baby’s usual activity. Others are responses to
certain actions. Reflexes help identify normal brain and nerve activity. Some reflexes occur only in specific
periods of development. The following are some of the normal reflexes seen on newborn babies:

1. Root reflex. This reflex begins when the corner of the baby’s mouth is stroked or touched. The baby will
turn his/her head and open his/her mouth to follow and “root” the direction of the stroking. This helps the
baby find the breast or bottle to begin feeding.
2. Suck reflex. Rooting helps the baby become ready to suck. When the roof of the baby’s mouth is
touched, the baby will begin to suck. This reflex does not begin about the 32nd week of pregnancy and is
not fully developed until about 36 weeks.
3. Moro reflex. The Moro reflex is often called as “startle reflex” because it usually occurs when a baby is
startled by a loud sound or movement. In response to the sound, the baby throws back his/her head,
extends out his/her arms and legs, cries, then pulls the arms and legs back in. A baby’s own cry can startle
him/her and trigger this reflex.
4. Tonic neck reflex. When a baby’s head is turned to one side, the arm on that side stretches out and the
opposite arm bends up the elbow. This is often calles as the “fencing” position and lasts about 6 to 7
months.
5. Grasp reflex. Stroking the palm of the baby’s hand causes the baby to close his/her fingers in a grasp. It
lasts until about 5 to 6 months of age.
6. Babinski reflex. When the sole of the foot is firmly stroked, the big toe bends back toward the top of the
foot and the other toes fan out. This is a normal reflex until 2 years of age.
7. step reflex. This is also called as the walking or dance reflex because the baby appears to be dancing or
taking steps when held upright.
8. Cremasteric reflex. This reflex is much common to baby boys. When the thigh is stroked softly, the
lower part of the tummy tends to startle or move. This reflex is also observable during puberty or even
among grown up men.

Principles of Growth and Development

1. Cephalocaudal – refers to “from head to tail” development
2. Proximodistal – a development that starts from the center of the body going outward
a. Gross motor skills pertains to larger skills that babies mmake with their arms, legs, feet or with his entire
body such as crawling, running and jumping.
b. Fine motor skills refers to smaller actions such as when a baby picks up things between his fingers or
wriggles his toes on the sand. T also includes moving his/her tongue, mouth and smaller parts of the body.

Periods of Development
1. Pre-natal period – from conception to birth
2. Infancy – from birth to 18 months old
3. Early childhood -18 months to 6 years
During 3-6 years old, boys tend to display “Pseudomasturbation”. During this period teachers must
be very observant and should not impose threat or punishment when such activity is observed. If the
teacher do so, the child may develop “castration fear” or the fear of having his genitals being removed.
The BEST way to handle such situation inside the classroom is to ignore the behavior, divert the attention
of the child and after, explain to the child that masturbation should be done in private places.
4. Middle and late childhood – from 6 to 13 years (slow growth)
5. Adolescence period from 13 to 19 years . secondary sex characteristics develops
Menarche – menstruation
Thelarche – breast budding
Pseudomenstruation – withdrawal of maternal hormones

6. Early 20-45 years old

7. Middle adulthood 45-65 years old
8. Late 65 years onwards (death)
THEORIES OF GROWTH AND DEVELOPMENT
All theories of human growth and development has an effect upon decisions made in the
classroom and parental management.

SIGMUND FREUD believes that all human beings pass through a series of Psychosexual Development. This
theory includes pleasure-giving bodies per stages and may result to “fixation” if cannot be able to move
on.

The Psychosexual Development Theory

Stages Age Overstimulation Understimulation Characteristics
1. Oral From birth to Gullible Mistrust, alcoholic Mouth is the center of
18 months Easy to be fooled drinker, smoker pleasure and major source of
and gossiper gratification and exploration
2. Anal 18 months to 3 Obsessive Messy, clumsy, Anus and bladder as
(toilet years Compulsive disobedient and pleasure-giving bodies
training) Personality rebellious
Disorder, too
obedient
3. Phallic 3-6 years old Pervert Frigid impotence, Genitalia as the source of
(Penis) too shy pleasure (masturbation).
Develops Elektra and
Oedipus complex
4. Latency 6- puberty Workaholic Failing grades Energy directed to physical
(school age) and intellectual activities.
Sexual responses are
repressed. Normal
homosexual stage
(relationship with same sex
or “barkada”
5. Genital Puberty --- --- Energy towards full sex
onwards maturity. Reappearance of
Oedipus and Elektra complex
but directed to opposite sex

*Oedipus Complex means that the son is more into the mother while Elektra Complex means that the
daughter is more into the father.
*Overstimulation means that when the child during the given age of a particular stage is given something
too much may result to something negative. For example, during the Oral stage, if the baby doesn’t need a
breastfeed but the mother still gives him milk he will become too used to it resulting to being gullible when
he grow up. On the other hand, if the baby is understimulated or wants milk to the point that he/she is
crying but the mother always ignore him/her, then the baby will grow up as if he/she always wanted to
have something in his mouth for he/she was deprived of it. This may result for him/her to be a drinker, a
smoker or gossiper.

Sigmund Freud also developed the differences between our id, ego, and superego.

( moral principle; conscience) EGO

 SUPEREGO (reality principle; balances id and ego)

ID (evil; the “I” principle; self-centered

Teachers should be aware of the Psychosexual Development Theory in order for us to fully
understand why some of our pupils/students behave the way they do.

ERIK ERIKSON proposed the Psychosocial Development Theory. According to him under this theory, crisis
must be resolved in order to develop a healthy direction. Take note that the focus on Psychosocial
Development Theory is an important sociocultural determinance of human development.

The Psychosocial Development Theory

1. Infancy
Psychosocial conflict: Trust VS Mistrust
Task: attachment to the mother/caregiver
If successful: trust in persons/faith and hope about the environment and future
If unsuccessful: difficulties in relating to persons effectively. Fear of the future
2. Toddlerhood (18 months – 3 years)
Psychosocial conflict: Autonomy VS Shame and Doubt
Task: gaining some basic control over self and environment
If successful: sense of self-control
If unsuccessful: severe feeling of self-doubt. Always thinking that he cannot do something.

3. Preschool Age (3 – 6 years)

Psychosocial conflict: Initiative VS Guilt
Task: children areasked to assume more responsibilities, becoming purposeful and directive
If successful: ability to initiate one’s activities
If unsuccessful: sense of inadequacy/guilt

4.School Age (6 – 12 years)

Psychosocial conflict: Industrious VS Inferiority
Task: developing social, physical and learning skills
If successful: competence and ability to work and learn
If unsuccessful: sense of inferiority or difficulty in working and learning

5. Adolescence period (12 – 20 years)

Psychosocial conflict: Identity VS Role Confusion
Task: developing sense of identity
If successful: sense of personal identity
If unsuccessful: role confusion

6. Young Adulthood (20 – 35 years)

Psychosocial conflict: Intimacy VS Isolation
Task: establishing intimate bonds of love and friendship
If successful: ability to love deeply and commit oneself
If unsuccessful: emotional isolation, egocentric (self-directed)

7. Middle Adulthood (35 -65 years)

Psychosocial conflict: Generativity VS Stagnation
Task: fulfilling life goals (family, career, society)
If successful: ability to give and care for others
 If unsuccessful: self-absorption, inability to grow as a person

8. Late Adulthood (65 years – death)

Psychosocial conflict: Integrity VS Despair
Task: looking back over one’s life and accepting its meaning
If successful: sense of fulfillment
If unsuccessful: Dissatisfaction with life

As professional teachers, we should know how to prevent crisis to occur on every aspect of growth
and development, especially stages 1-5 for these are the stages where an individual learner is at school. We
should make every tasks given on every aspect of the learner’s life successful.

JEAN PIAGET developed the Cognitive Development Theory wherein according to him, knowledge is
based from prior learning (schema). He also stressed that Constructivism (realting past knowledge to new
ones) is important to the learners’ development.

The Cognitive Development Theory

1. Sensorimotor Stage (birth – 2 years)

 Sensory organs and muscles become more functional
 Movements are primarily reflexive
 All are extensions of oneself
 Routines should be established

2. Preoperational Stage (2 – 7 years)

 Starts to think
 Egocentric
 Cannot accept defeat
 Animism (considering that objects have life)
 Role of playing is emphasized (enhances imagination)
 No sense of conservation and reversibility

3. Concrete – Operational Stage (7 – 12 years)

 Knows how to reason out
 Learns the law of conservation
 Learns to follow abstract reasoning but limited
 They have problems in hypothetical reasoning

4. Formal Operation Stage (12 years onwards)

 Able to solve abstract problems
 Learner is rational and logical

LAWRENCE KOHLBERG based his ideas on the findings of Jean Piaget in studying Cognitive Development
and proposed the Moral Development Theory. According to him, our ability to choose right from wrong is
tied with our ability to understand and reason logically.
 The Moral Development Theory

Level 1. Pre-Conventional (Authority figures are obeyed) (birth – 9 years)

Stage 1. Punishment-Obedience Orientation
[if you do good, no punishment]
[if you do wrong, there will be punishment]
Stage 2. Instrumental-Relativist
[I will do good to you if you are good to me]
[I will do bad to you if you are bad to me]

Level 2. Conventional (9 – 13 years)

Stage 3. Interpersonal Concordance (Good Boy Nice Girl Orientation; Morality of Cooperation)
[I am doing this because everyone is doing the same thing]
Stage 4. Law and Order Orientation
Morality of Constraints
Behavior is right when it conforms to the Law

Level 3. Post Conventional (13 years onwards)

Stage 5. Social Contratc Orientation (Morality of Cognition)
Respect the differences in ideas, concepts, orality and religious affiliation
It is wrong to violate others’ rights

Stage 6. Universal Ethics Orientation

[I will do it because I know it is right to do it]

Knowing the Moral Developement Theory, teachers can be guided on making disciplinary
measures in the classroom and managerial processes.

LEV VYGOTSKY proposed the Socio-Cultural Theory. He emphasized that social interaction plays a very
important role in cognitive development. He also believed that individual development could not be
understood without looking into the social and cultural context within which development happens.

Scaffolding is Vygotsky’s term for appropriate assistance given by the teacher to assist the learner
accomplish a specific task.

Language Development *the best definition of the word is based on how it is being used.
There are four (4) major theorists on Language Developement.

1. BURRHUS FREDERICK SKINNER

 Proposed Operant Conditioning
 Involves reinforcements (rewards)
 “Talk to the child in an adult way”
 Playing Damn Technique – let the child talk

NOAM CHOMSKY developed the Language Acquisition Device or Mother Tongue-Based Technique. He is also the
major proponent of the Innatist Theory, which postulates that humans have innate ability to acquire
language; they are genetically preprogrammed for it. All normally developing children acquire language.
He also maintains that language and thought are separate.
3. SOCIAL CONTEXTUAL THEORY. This theory is primarily proposed by Lev Vygotsky which states that
social interaction influences both language and cognitive development

4. COGNITIVIST THEORY (Jean Piaget) maintained that language acquisition cannot take place until
cognitive development has paved the way for it. It asserts taht children develop knowledge of the world
and then “map” thixs knoowledge onto language categories and relations. From this viewpoint, language
development depends on cognitive development, but not vice versa.

Who are the Exceptional Children? They are children with the following conditions and difficulties:

1. Aphasia – impairment of any language modality (sound production)

2. Dysphasia – partial impairment of language
3. Dyslexia – special learning disability with written language
4. Dyscalculia – special learning disability with numerical operations
5. ADHD (Attention Deficit Hyperactivity Disorder) – impulsivity in attention and being hyperactive.
Ritalin – medicine for ADHD. It makes the hyperactive child more hyperactive to make him/her tired and
tend to take a rest.

PAULO FREIRE proposed the Banking Concept of Education. According to him, a child is like a bank which
the teacher deposits knowledge. This is almost the same with John Locke’s Theory of Tabula Rasa wherein
the child is like a blank tablet which during the learning process becomes filled with knowledge.
Apparently, Jean Piaget opposed these for according to him, the child has prior knowledge already and the
teacher gives new knowledge then the child relates it to what he already know (Theory of Constructivism).

THEORIES OF INTELLIGENCE AND LEARNING STYLES

1. Two-Factor Theory by Charles Spearman. It supports that intelligence has two factors: a general mental
ability factor (g) which represents what different cognitive tasks have in common; and many specific
factors (s) which include mental abilities (mathematical, mechanical or verbal skills). Spearman is also the
first one to use Psychometric approach to measure or quantify cognitive abilitiesm or factors taht are
thought to be involved in intellectual performance. Let me give you an example:

Who is more intelligent, an examinee who garnered Top 1 in the Licensure Examination for Teachers or a
dancer who won champion in a national dance competition?

From the example given, we can see that both have exceptional abilities. But in terms of asking
who is more intelligent then it depends on how intelligence is defined. If intelligence is defined in terms of
cognitive abilities, we should say that the examinee who topped the LET is more intelligent. However, if
intelligence is defined in terms of motor skills and bodily kinesthetics, then the champion dancer is more
intelligent.

2. Multiple Intelligence Theory by Howard Gardner. It argues that there are different kinds of mental
abilities that make up different kinds of intelligence. Instead of having only two factors, there are 9 kinds
which include verbal intelligence, musical intelligence, logico-mathematical intelligence, spatial
intelligencce, body kinesthetics intelligence, intrapersonal and interpersonal intelligence, naturalistic
intelligence and existential or moral intelligence.

3. Sternberg’s Triarchic Theory of Intelligence. This is divided into three sub theories:
a. Experiential intelligence which is the ability to formulate new ideas;
b. Contextual intelligence which is the ability to adapt to a changing environment; and
c. Componential intelligence which is the ability to think abstractly and process information.
4. Jean Piaget’s Dynamic View. According to him, a person’s intelligence is dynamic, that is, it changes as a
person’s interaction with his or her environment changes.

5. Wechsler’s Global View. David Wechsler made his fame as the developer of the IQ Tests. He devised teh
Wechsler Intelligence Scale for Children-Revised (WESC-R). He stressed that intelligence is the aggregate ot
global capacity of the individual to act purposefully, to think rationally and to deal effectively with te
environment.

RELEVANT LAWS (Rights of the Child)

1. Republic Act No. 9344, the act establishing a Comprehensive Juvenile Justice and Welfare
System. It exempts children below 18 years of age from criminal liability.
2. Republic Act No. 7610,The Special Protection of Children against Child Abuse.
3. Republic Act No. 7658, known as “ An Act Prohibiting the Employment of Children below 15 Years of
Age.
4. Filipino Children: Child 21. This is a strategic programming network that promotes and safeguards the
rights of the Filipino children.,
5. Republic Act No. 8049. It is known as “An Act Regulating Hazing and Other Forms of Initiation Rites
in Fraternities, Sororities, and Other Organizations and Providing Penalties Therefore.”

6. Republic Act No. 8353. Also known as “The Anti-Rape Law of 1997”. An act expanding the definition
of Rape, Reclassifying the same as Crime Against Person, amending the purpose Act No. 3815, as amended,
otherwise known as the Revised Penal Code.

Pangkagawaran Blg. 45 s. 2001 FILIPINO- ay ang katutubong wika na ginagamit sa buong Pilipinas
bilang wikang komunikasyon ng mga etnikong grupo. YUNIT III Patunugan o Ponolohiya-
isang mahalagang sangkap ng wika na dapatmatutuhan Ponema- sistema ng mga tunog Ponolohiya-
tawag sa makaagham na pag-aaral ng mga tunog 2 Uri ng Ponema*Segmental- ay ang patinig at
katinig (21 ponema, 5 patinig at 16 na katinig)*Suprasegmental4 na Bahaging Mahalaga sa Pagbigkas
ng Tunog 1.Dila at panga2.Ngipin at labi 3. Matigas na ngala- ngala4. Malambot na ngala-ngala Punto
ng Artikulasyon-ay ipinakikita kung saang bahaginagaganap ang saglit na pagpigil sapapalabas na hangin
sa pagbigkas ng isang katinig 1.Panlabi-ang labi ay dumidiit sa itaas nalabi (p,b,m)2.Pangngipin- ang
dulo ng dila aydumidiit sa loob ng mga ngipin sa itaas(t,d,n) 3.Panggilagid- ang ibabaw ng dulong dilaay
dumidiit sa punong gilagid (s, l,r)4.Pangngalangala-ang ibabaw ng punong dila ay dumidiit sa velum o
malambot nabahagi ng ngalangala (k,g,n)5.Glottal-ang mga babagtingang tinig napatinig ay nagdidiit
o naglalapit athinaharang ang presyon ng papalabas nahangin upang lumikha ng paimpit opasutsot na
tunog (?,h) Paraan ng Artikulasyon-ay inilalarawan kung paanong gumaganaang paggamit ng mga
sangkap sapagsasalita at kung paanong ang hiningaay lumalabas sa bibig o sa ilong sapagbigkas ng
alinman sa mga ponemang katinig 1. Pasara- ang daanan ng hangin ayharang na harang
(p,t,?,b,d,g)2.Pailong-ang hangin ay sa ilong lumalabas at hindi sa bibig (m,n) 3.Pasutsot-ang hanging
lumalabas aynagdaraan sa makipot na pagitan ng dila,
ng ngalangala o kaya’y ng mga
babagtingang tinig (s,h)4.Pagilid-ang hangin ay lumalabas sa mga gilid ng dila sapagkat ang dulong dila
aynakadiit sa punong gilagid (l)5.Pakatal-ang hangin ay ilang ulit nahinaharang at pinapabayaang
lumabas sapamamagitan ng ilang beses sa pagpalag ng dulo ng nakaarkong dila (r)6. Malapatinig-
dito’y nagkakaroon ng
galaw mula sa isang posisyon ng labi odila patungo sa ibang posisyon (w,y) Ponemang Suprasegmental

*Tono-ay ang pagbaba at pagtaas ng tinig *Diin o haba (Stress or Vowel Length)-aydiin at haba ng
bigkas sa patinig /:/ saloob ng isang salita ay nakapagbibigay ng kaibahan ng kahulugan ng salita*Hinto o
Pagtigil- saglit na paghinto ng nagsasalita na maaaring panandalian omatatagpuan sa gitna ng
pangungusap osa gitna ng isang taludtod ng tula o kayanaman ay sa hulihan o katapusanUri ng
Diin1.Malumay-binibigkas nang banayad odahan-dahan mula sa una hanggang sahuling patinig ng
salita2.Malumi (\)-binibigkas nang banayad odahan-dahan mula sa una hanggang sahuling patinig ng
salita, ngunit sapagbigkas ng huling pantig ng salita aymay impit tunog na likha ng pagpigil ng hangin sa
lalamunan 3. Mabilis (/)-binibigkas nang tuloy-tuloy(mabilis) mula sa una hanggang sa huling pantig ng
salita4. Maragsa (^)-binibigkas ng mabilis atmay impit sa lalamunan sa pagbigkas sahuling pantig ng
salita YUNIT IV
Dekada ’70
- ay nagkaroon na ng mgahakbang upang baguhin ang alfabeto ng pambansang wika

Ito ay naglalayong maiangkop ang wika sa mga bagong tungkuling iniaatang sa pambansang wika
at tumugon sa mga pangangailangan ng mga gumagamit ng wikang Filipino

1976- ang pagbabago ay nasimulannang ipinalabas ng Surian ng Wikang Pambansa ang mga Tuntunin
saOrtograpiyang Filipino, na mula 20letra ay ginawang 31 (c, ch, f, j,ll, Ñ,rr, v, x, z)-na tinawag na
“pinagyamang alpabeto ang 1976alfabeto”

1987- inilathala ang Alpabeto at Patnubay sa Ispeling ng Wikang Filipino ng Linangan ng mga Wika
sa Pilipinas, na ang 31 letra ay ginawang 28 letra tinanggal ang digrapo okambal-katinig na ch, ll, rr kaya
tinawag itong “pinasimpleng alfabeto”
ALFABETONG FILIPINO
(28 Letra) A,B,C,D,E,F,G,H,I,J,K,L,M,N,Ñ,NG,O,P,Q,R,S,T,U,V,W,X,Y,Z -20 Letra ay galling sa
ABAKADA at8 ay ang dagdag (C, F, J, Ñ, Q, V, X,Z) ANG NGALAN NG
MGA LETRA A/ey/ B/bi/ C/si/ D/di/ E/i/ F/ef/G/ji/ H/eych/ I/ay/ J/jey/
K/key/ L/el/ M/em/ N/en/ O/o/ P/pi/Q/kyu/ R/ar/ S/es/ T/ti/
U/yu/ V/vi/ W/dobolyu/ X/eks/ Y/way/Z/zi/Mga Tuntuning Panlahat sa Ispeling o Pagbaybay A.

Pasalitang Pagbaybay

Paletra ang pasalitang pagbaybay sa Filipino na ang ibig sabihin ay isa-isang pagbigkas sa maayos
napagkakasunud-sunod ng mga letraEx.

(Salita)-boto /bi-o-ti-o/-plano /pi-el-ey-en-o/(Pantig)-it /ay-ti/-pa /pi-ey/(Akronim)-MERALCO /em-i-ar-

ey-el-si-o/(Daglat)-Bb. (binibini)- /Kapital Bi-bi/(Inisyal)-MLQ /em-el-kyu/(Institusyon)-OLFU /o-el-ef-
yu/(simbolong pang-agham)-Fe /ef-i