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CHAPTER 1
INTRODUCTION
Learning to read is a vital part of basic education. Reading skill is one of the five
skills beside listening, speaking, writing and viewing that need to established among
individual. It is also the access to the other disciplines. It has been said that reading is the
primary avenue to knowledge (Stem and Gould, 1995). It is the cornerstone of education
and the foundation of lifelong learning. It unlocks the unknown and carries the reader to
new discoveries and learning. It provides the person with different knowledge which he
Hence, in the life of every child, reading is very significant tool to use to discover
basic knowledge about the world he lives in. Reading is not just however, a natural thing
that originates with in the child. It is a set of skills that gradually develops as the child is
subjected to formal education by the school as the responsible institution for the child`s
formal education.
A child who fails to develop his reading skills at a certain level of his education
finds reading boring, and difficult to achieve (Mondero, 1995). If children are not
independent readers on their Language 1 (L1), it is unlikely that they will be able to be
successful in the middle grades and beyond and most likely they rarely able to “catch up”
with their peers. This occurrence of learning failure makes a child inattentive, irritable and
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passive. Therefore, his failure in this area hinders him to achieve academically in other
content subjects. This may even lead to negative attitudes towards schooling.
To meet the mandate by former President Aquino # 5 states that “Every Child a
Reader” by Grade 1. At the core of our children`s non-reading is the inability to read
properly. By the end of the next administration (SY 2015-2016), every child passing pre-
school MUST be a reader by Grade 1, MTB-MLE is the government`s banner program for
education a salient part of the implementation of the K to 12 Basic Education Program. Its
significant is underscored by the passing of Republic Act 10523, otherwise known as the
“Enhance Basic Education Act of 2013. Learners begin their education in the language
And for the effective implementation of the MTB-MLE, it is suggested that the
two-track method be used, that is the primer track to focus on accuracy and the story track
to focus on meaning. Learning via the two-track method to gain proficiency in literacy as
well as comprehend academic content and gain curriculum mastery, creative and critical
thinking skills for decisive decision-making. “The most effective approaches to developing
initial reading skills are those that combine extensive and varied exposure to meaningful
prints (Story Track) with explicit and systematic instruction in phonemic awareness and
primer track in Akeanon, I just want to share and prove the effectiveness of our writeups
Theoretical Framework
This study is anchored on the theory that Language education programs help
students build fluency and confidence in speaking, listening, reading and writing in their
own language (Akeanon) as well as other languages they are expected to learn in school.
Effective language education programs focus on both meaning and accuracy in all four
emphasis “meaning” known as “Story Track” (understanding whole texts) and “accuracy”
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known as “Primer Track” (learning word identification strategies). Since activities in both
tracks include some meaning and some accuracy, the distinction is on the focus of the
Conceptual Framework
The conceptual framework of this study was based on the randomized pretest-
posttest control group design by Frankael and Wallen (2006) cited by Legarde (2015) using
matched subjects, where two groups of subjects will be used and measured or observed
Experimental Group Mr O1 X O2
__________________________
Control Group Mr O1 C O2
Where:
O1 = Pretest
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O2 = Posttest
Writing
Figure 1 showed that 60 pupils were randomly selected from the population and
were matched-paired based from their MTB-MLE grade in the previous grading period.
One group was assigned as the control group and the other as the experimental group.
Before the beginning of the experimentation, each group was administered pretest. After
then, two-track method was introduced to the experimental group while the control group
was introduced to the traditional way of teaching reading and writing. After the duration
of experiment, a posttest was conducted. The results of the two posttest was compared and
it was then compared to their pretest. Comparing their results, the difference in the posttest,
level of performance using the two-track method in reading and writing and the traditional
Using
Traditional way
Posttest
Control of Teaching
Pretest Reading &
group
matched Writing
paired of compare
the study Experimental Pretest Using Two
group Trach Approach
in Teaching
Reading Writing Posttest
compare
Figure 1. The Schematic Diagram of the Study
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This study dealt on the use of the two-track method in teaching reading and writing
as an approach for the improvement of reading and writing performance of grade 1 pupils.
1. What is the level of reading and writing performance of pupils in the posttest
2. What is the level of reading and writing performance of pupils in the posttest
performance of pupils using the two-track method and pupils using the
traditional way?
4. Is there a significant difference between the pretest - posttest of pupils using the
two-track method and traditional way in the reading and writing performance?
Based on the statements of the problems formulated, the following hypotheses were
made:
track method and traditional way in the reading and writing performance.
performance of Grade 1 pupils using the two-track method and the traditional
way.
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in literacy as well comprehend academic content and gain curriculum mastery, creative and
School Heads. This study motivates the school heads to help teachers improve
their skills and potentials by letting her/his teachers attend trainings, seminars on making
big books, small books and other Support Instructional Materials (SIMs) to be use in this
method.
become proficient and innovative Grade 1 or Reading Teacher in order to answer the
Pupils. They experience enjoyment while listening to the stories suited to their
own culture, speak with understanding to communicate knowledge, read for meaning and
syllables, tone marks, syntax, grammar, form letters, words, sentences, paragraph, spell
words accurately.
Future Researchers. Findings of this study may serve as a good reference for
Researcher. I want to know as one of the authors of stories use in the story track
and the primer lesson (LM and TG) in Akeanon if how really effective is the method to my
This study focused on the effects of using two-track in teaching reading and writing
for Grade 1. The research participants in this study were the 60 Grade 1 pupils from Altavas
Elementary School of which, 30 were randomly assigned in the experimental group and
another 30 were randomly assigned to control group. This study covered all the reading
activities in the second quarter which started on August 12, 2019 to October 18, 2019.
There were the two-tract method in reading and writing that had been introduced
to the experimental group and the traditional way for control group.
To determined the level of reading and writing performance of Grade 1 pupils, the
criteria stipulated in DepEd Order No. 31 series 2012 under assessment and rating of
learning outcomes was used. Inferential statistics such as test and analysis of variance was
Definition of Terms
To have better understanding the concepts used in this study, the following terms
identification strategies). Since activities in both tracks include some meaning and some
the teacher must teach sounds and letters in isolation, then from words and sentences, and
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finally read a book. Learners recognize the word and then pronounce it when accompanied
Reading and Writing Performance. In this study, it refers to the scores obtained
by the experimental and control, during the posttest as the outcome of the study.
culturally relevant learning materials (big box, big books, small books) used as aids in the