Journal of Natural and Allied Science
(Development of Mother Tongue-Based Early Literacy Assessment Tools)
_____________________________________________________________________________________
DEVELOPMENT OF MOTHER TONGUE-BASED
EARLY LITERACY ASSESSMENT TOOLS
Marnella R. De Guzman1, Perla G. Delos Santos2
DepEd San Carlos City Division1, Pangasinan State University, School of Advanced Studies2
marnella.deguzman@deped.gov.ph1, perladelossantos24@gmail.com
Abstract
This study was endeavored to develop mother tongue-based early literacy assessment tools for
school children in Pangasinan who are learning how to read and write. These tools include tests to
identify the early literacy achievement of children, such as Panagbirbir na Tanol na Letra (Letter Sound
Recognition), Panagbirbir na Tanol na Numero (Number Sound Recognition), Panagbasa na Salita tan
Aga Salita (Word and Pseudoword Reading), Pakatalos na Babasaën (Understanding about Reading),
Panagsulat na Kada Letra (Alphabet Writing), Panagsulat na Kada Salita (Word Writing), and
Panagsulat na Istorya (Story Writing).
The study employed descriptive statistics such as frequency, mean and percentage. The research
and development (R and D) process was also used in this study. It particularly employed Strickland’s
(2006) ADDIE model: Analyze, Design, Develop, Implement and Evaluate. The study reveals that
majority of the pupils were female, within right age bracket, have less siblings, their parents were mostly
high school graduates, and engaged in blue-collar job, used flashcards of letters and numbers as their
educational material at home. Relative to research findings, along with the level of early literacy
development skills of Grade One Pupils based on ECCD results for S.Y 2018-2019, 65 percent interpreted
as Advanced Level, while there were only few who belongs to the category of Developing and Beginning
Level. Moreover, assessment tools were found to be highly valid as established by the composite means
of the rating given by the validators.
In this 21st century, the pupils need more literacy experiences to help develop their
comprehension and vocabulary skills in Mother Tongue. Regular story reading in the mother tongue at
home and in school will be advantageous for them in this area. It is recommended that teachers may
prepare activities that will improve or enhance the early development skills of Kindergarten/Grade I
pupils. Additionally, more trainings and seminars on the administration of assessment tools and on the
development of early reading and writing materials for school children in Pangasinan must be conducted
to teachers and administrators.
.
Keywords – assessment, early literacy, development, Mother Tongue, Pangasinan
INTRODUCTION
The teaching of language and literacy in the Philippines is complex because children must learn literacy in
three languages: their mother tongue, Filipino, and English. Hence, the language spoken by the child is a very
crucial factor in the development of early literacy. In the years before formal schooling, the child develops his
ability to use a language along with literacy. Through a language he is familiar with, the child is able to access the
power of education, to develop his self-esteem and pride and his potentials [1]. Children who read and write in the
mother tongue before learning another language not only are more successful second language learners but also
excel more quickly than their peers who did not become literate in their first language [2]. Literacy teaching in the
early years of school must be through the language the child knows and uses most often.
The use of mother tongue as a medium for instruction in teaching has been one of the major controversies
that the primary agency of education in our country is facing. There were many criticisms as to how effective this
can be before it was made into action by the Department of Education in reaching their goal which is to promote
quality education that will make Filipino pupils learn better.
ISSN 2599-4646 (Print)
1
www.psurj.org/jonas
ISSN 2599-4654 (Online)
Journal of Natural and Allied Science
(Development of Mother Tongue-Based Early Literacy Assessment Tools)
_____________________________________________________________________________________
DepEd noted empirical studies like, the Lingua Franca Project and Lubuagan First Language Component
Program, showing that learners learn to read more quickly in their first language. The study revealed that pupils
who have learned to read and write in their first language learn faster to speak, read, and write in a second language
and third language than those who are taught in a second or third language first. In terms of cognitive development
and its effects in other academic areas, pupils taught to read and write in their first language acquire such
competencies more quickly.
Among the ten fundamental requirements of MTB-MLE is the development, production, and distribution of
inexpensive instructional materials in the designated language at the school, division, and regional levels with
special priority on beginning reading and children’s literature. These materials should be, as much as possible,
original, reflecting local people and events, realistic, and appropriate to the language, age, and culture of the
learners [3].
The planning and implementation of the MTB-MLE Program as contained in the said DepED Order
include: (1) Advocacy work and community mobilization; (2) Development of a working orthography of the local
language; (3) MLE orientation and teachers’ training; (4) Development, printing, and distribution of
teachers’/facilitators’ guides; (5) Development of reading materials and other instructional materials; (6)
Development of assessment tools; and (7) Evaluation and monitoring of learning outcomes.
The greatest problem regarding materials is the lack thereof. Teachers in the Division of San Carlos City
who are implementing the MTB-MLE are in need of assessment tools and modules written in the local language
they are using in the classroom. Despite the provisions from the government, there are still insufficiencies. There
are instances in which the teachers themselves have to look for their own instructional resources; they borrow and
utilize other books and the internet and shell out their own money in order to provide the students enough material.
This study addressed the said concern. The early literacy materials developed were assessment tools to
determine the early literacy achievement of children. These tools were designed in consideration of how children
think and learn. They prepare and write to serve as powerful lenses to capture what children can do in reading and
writing. These instruments could provide a picture of how the children read and write regardless of the curriculum
and the reading and writing activities they went through.
Undeniably, any educational reform in its early stage of implementation is without its teething problems so
to speak. Studies had made on the status of the implementation of MTB-MLE and each study brings to the fore the
pressing concerns teachers have pertinent to it. Findings of the said studies point to areas where teachers are in need
of further assistance such as trainings, strategies typical of MTB-MLE, proficiency in the mother tongue as well as
learning resources. Of the areas mentioned, teachers handling Grade One in San Carlos City, Division of
Pangasinan point to learning resources as a main concern. The dearth of instructional materials will keep them from
fully optimizing the utilization of mother tongue as a learning subject. It is for this reason that assessment tool were
hereby proposed to aid the teachers in San Carlos City Division of Pangasinan in the teaching of mother tongue.
OBJECTIVES OF THE STUDY
This study aimed to develop mother tongue language-based assessment tools to capture the early literacy
achievement of Grade One pupils of District 1-B in the City Schools Division of San Carlos for the S. Y. 2019 –
2020.
1. To determine the profile of Grade I pupils in terms of age, sex, number of siblings, parents’ highest educational
attainment, parent’s occupation, and educational materials at home.
2. To determine the level of early literacy development skills of Grade 1 pupils using the ECCD Checklist
3. To determine the level of validity of the assessment tools as to content.
4. To determine the level of usefulness of the assessment tools as perceived by teachers.
MATERIALS AND METHODS
The research and development (R and D) design was used in this study since it aims to develop mothertongue based assessment tools to capture their early literacy achievement. This research design particularly
employed ADDIE model [4]. This is a generic and simplified instructional systems design model which stands for
Analyze, Design, Develop, Implement and Evaluate.
ISSN 2599-4646 (Print)
2
www.psurj.org/jonas
ISSN 2599-4654 (Online)
Journal of Natural and Allied Science
(Development of Mother Tongue-Based Early Literacy Assessment Tools)
_____________________________________________________________________________________
The study employed ADDIE’s model, it also underwent four phases, namely: analysis, design, develop and
validation/evaluation. In analysis phase, the condition was clarified, the goals and objectives were established, and
learner characteristics were identified. The assessment materials were designed, and media choices were made in
the design phase. In the develop phase, assessment materials were edited and developed according to the topics on
the curriculum made during the design phase. The evaluation and validation phase includes the presence of experts
to evaluate and validate the proposed assessment tools. Revision of assessment tool was also done in this phase
base on evaluators/experts’ suggestions and comments.
This study considered the first three phases and a part of the last phase of the model to develop early
literacy assessment tools. The output of the study through the said phases being undertaken is already a substantial
accomplishment. It comprised a creative work undertaken on a systematic basis in order to increase the stock of
knowledge [5] on the early literacy achievement of children who are learning to read and write and to devise new
measures for assessing what children can do in terms of reading and writing.
Respondents of the study
The assessment tool was designed for children who were undergoing the Pangasinan-based instruction. The
respondents of the study were the 96 Grade One Pupils from eight Schools of District 1-B in the Division of San
Carlos City. There were 12 Grade One pupils who were basis for the ECCD results and the socio-demographic
profile. The respondents were selected through statistical random sampling with equal allocation with a total of 96
pupils. However, eight Master teachers evaluated the content and level of validity while eight Grade One teachers
evaluated the level of usefulness for the assessment tool.
Research Instrument
The main tool used to gather necessary data for this research was a questionnaire checklist. The
questionnaire was composed of five parts, which are the socio-demographic profile, ECCD Checklist (Cognitive
Domain), validity scales, content validity and usefulness scale for the assessment tool. The questionnaire was
prepared based on the researcher’s readings and previous studies relevant to the study.
Part I of the questionnaire included the researcher-made instrument to obtain information about the profile
of pupils such as age, sex, number of siblings, parents’ highest educational attainment, parents’ occupation, and
educational materials at home.
Part II of the questionnaire included ECCD Checklist results that was obtain from the previous school year
2018-2019 to measure the early literacy skills of present Grade One pupils. There are twenty items in the cognitive
domain and the researcher used a scale to evaluate the results of scores. It is composed of five level scale based on
its corresponding scores (11 and below = beginning; 12-13 = developing; 14-15 = approaching proficiency; 16-18 =
proficient and 19-20 = advanced). The higher scores on this scale reflect higher literacy skill.
Part III of the questionnaire checklist included seven items for measuring the level of validity of the
assessment tool. Eight selected Master Teachers validated the tool. While five selected Grade One Teachers
validated the content of assessment tool.
Part IV of the questionnaire checklist composed of seven items with five scale checklist to validate the
level of usefulness of the assessment tool. Eight selected Grade One teachers provided a rating from 1 (least useful)
to 5 (very highly useful).
RESULTS AND DISCUSSION
The profile of the pupils is summarized in Table 1 according to the different profile variables such as age,
sex, number of siblings, parents’ highest educational attainment, parents’ occupation, and educational materials at
home.
Age
Out of 96 Grade One pupils, the age bracket of the pupils are as follows; 73 or 76 % are 6-7 years old,
followed by 23 or 24% are 8-10 years old. These findings show that majority of the grade one pupils are 6-7 years
old.
ISSN 2599-4646 (Print)
3
www.psurj.org/jonas
ISSN 2599-4654 (Online)
Journal of Natural and Allied Science
(Development of Mother Tongue-Based Early Literacy Assessment Tools)
_____________________________________________________________________________________
Sex
Of the 96- pupils, female pupils had a frequency of 53 (55. 2%) while 43 (44.8 %) are males. The result
shows that there are more female than male grade one pupils.
Table 1
Profile of the Grade One Pupils
n=96
Profile
Category
6 - 7 Years old
8 - 10 Years old
Sex
Female
Male
Number of siblings
1-3
7-9
4-6
10-12
13 and above
Parents’ Highest Educational Attainment
Frequency
73
23
53
43
40
28
17
8
3
Percentage
76.0
24.0
55.2
44.8
41.7
29.2
17.7
8.3
3.1
High School Graduate
Elementary Graduate
College Graduate
Master’s Degree
Doctoral Degree
High School Graduate
Elementary Graduate
College Graduate
Masteral Degree
Doctoral Degree
42
38
14
1
1
54
23
17
1
1
43.8
39.6
14.6
1.0
1.0
56.3
24.0
17.7
1.0
1.0
Blue Collar Job (construction, domestic helper, etc.)
White Collar Job (I.T., medical field, teaching, etc.)
Others
66
68.8
19
11
53
27
161
34
15
15
18
5
5
4
19.8
11.5
55.2
28.1
16.7
35.4
15.6
15.6
18.8
5.2
5.2
4.2
Age
Father
Mother
Parents’ Occupation
Father
Mother
Educational Materials
at Home:
Blue Collar Job (construction, domestic helper, etc.)
White Collar Job (I.T., medical field, teaching, etc.)
Others
Flashcards of Letters and Numbers
Puzzles
Short Stories
Books
Musical Instruments
Others
Pattern Blocks
Number of Siblings
The table shows that most of the pupils have less number of siblings which means that they have small
family. As indicated, there are 40 (41.7%) who have 1 to 3 number of siblings, 28 (29.2%) have 7 to 9 siblings, 17
ISSN 2599-4646 (Print)
4
www.psurj.org/jonas
ISSN 2599-4654 (Online)
Journal of Natural and Allied Science
(Development of Mother Tongue-Based Early Literacy Assessment Tools)
_____________________________________________________________________________________
(17.7%) have 4 to 6 siblings, 8 (8.3%) have 10 to 12 siblings and there are only 3 (3.1%) who have more than 13
siblings.
Parents’ Highest Educational Attainment
It could be gleaned from Table 1 that both the father and mother of the pupils registered the highest
percentage of educational attainment under the high school category with 42 (43.8%) and 54 (56.3%) respectively,
it was followed by elementary graduate for the father and mother with 38 (39.6%) and 23 (24.0%), next was the
college graduate with 14 (14.6%) and 17 (17.7%), while 1 (1.0%) for both their father and mother have finished
their masters and doctoral degrees.
Parents’ Occupation
The table shows that the occupation of both parents is mostly under the blue-collar job like construction,
domestic helper, vendor, etc. There were 66 (68.8%) and 53 (55.2%) while there are 19 (19.8%) and 27 (28.1%)
who belong to the white-collar job category. These findings can be attributed to the educational attainment of the
parents since most of them were high school graduates as revealed above in table 1.
However, there are parents who are proud to be housewife/ house husband with 11 (11.5%) and 16 (16.7%)
respectively.
Educational Materials at Home
There are a lot of different educational materials that can be used by children nowadays. The most available
educational materials that most grade one pupil commonly use are flashcards of letters and numbers with 34
(35.4%), next is books with 18 (18.8%), short stories 15 (15.6%), another one is puzzles as specified by the
respondents with 15 (15.6%), followed by musical instruments with 5 (5.2%) and other materials like charts and
storybooks with 5 (5.2 %), and the least commonly used is the pattern blocks with only 4 (4.2%).
The result of the present study is supported by the study of Walter and Dekker [6], that the strongest
positive predictors for this particular study was parental educational qualification and income level while negative
predictors were family size and parental age. As such it is reasonable to say that parental demographic
characteristics are predictors of early literacy outcomes of young children. Home literacy environment differed
immensely in terms of joint literacy practices and availability of literacy resources.
Level of Early Literacy Development Skills of Grade One Pupils
The ECCD Checklist was used to determine the level of early literacy skills. There were 20 cognitive
indicators in the ECCD Checklist formulated to arrive at a coherent measure of this aspect.
Table 2
Level of Early Literacy Development Skills of Grade One Pupils
Along with the Cognitive Domain in ECCD Checklist
n=96
Category
19-20 (Advanced)
16-18 (Proficient)
14-15 (Approaching Proficiency)
12-13 (Developing)
11-and Below (Beginning)
Frequency
65
18
7
4
2
Percentage
67.7
18.8
7.3
4.2
2.1
The scale was based from Hollingworth, 2016
Table 2 shows the frequency and percentage of the early literacy development skills of Grade One Pupils
along with ECCD Checklist. Most of the total raw scores fall into the categorical level of Advanced (19-20) with a
frequency and percentage of 65 (65.0%), followed by Proficient (16-18) with 18 (18.0%), next is Approaching
ISSN 2599-4646 (Print)
5
www.psurj.org/jonas
ISSN 2599-4654 (Online)
Journal of Natural and Allied Science
(Development of Mother Tongue-Based Early Literacy Assessment Tools)
_____________________________________________________________________________________
Proficiency (14-15) with 7 (7.0%), followed by Developing (12-13) with 4 (4.0 %) and the least total raw scores
was only 2 (2.0%) in the Beginning Level (11 and below).
Overall, among 96 pupils based on ECCD results, only 65 % interpreted as Advanced Level, which
probably shows that the impact of mother tongue instruction can really improve the literacy skills of children. The
result supports to the study of Opiyo [7], that the MTB instruction, may help to understand and learn productively
inside the classroom. Additionally, it may help to promote listening ability, learning of sounds and also speaking
ability.
Also, the result adheres to the study of Dyson [8], he emphasized that children need a rich language and
conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to understand messages
that are conveyed through print. In this 21st century, children must develop code-related skills and understand that
spoken words are composed of smaller elements of speech (phonological awareness) - the idea that letters represent
these sounds (the alphabetic principle), many systematic correspondences between sounds and spellings, and a
repertoire of highly familiar words that can be easily and automatically recognized [9].
Level of Validity of the Assessment Tools
The validity of the assessment tool was evaluated by eight (8) Master Teachers based on the following
topics: 1. Panagbirbir na Tanol na Letra ( Letter Sound Recognition) / (Pagkilala sa mga Tunog ng Titik); 2.
Panagbibir na Tanol na Numero (Number Sound Recognition) / (Pagkilala sa mga Tunog ng Bilang); 3.
Panagbasa na Salita tan Aga Salita (Word and Pseudo Word Reading) / (Pagbasa ng Tama at Maling Salita), 4.
Pakatalos na Babasaën ( Understanding About Reading) / (Pag-unawa sa Binabasa), 5. Panagsulat na Kada Letra
(Alphabet Writing) / (Pagsulat ng Titik), 6. Panagsulat na Kada Salita ( Word Writing) / (Pagsulat ng Salita), 7.
Panagsulat na Istorya (Story Writing) / (Pagsulat ng Kwento).
Table 3
Level of Validity of the Assessment Tools
n=8
ASSESSMENT TOOLS
Panagbirbir na Tanol na Letra –
Pupils identify randomly arranged capital
and small letter by their names, sounds or
words that begins with them.
2. Panagbirbir na Tanol na Numero.Pupils identify arranged numbers by their
names, sounds or words that begins with them.
3. Panagsulat na Kada LetraPupils write the capital and small letters.
4. Panagsulat na Kada Salita.Pupils write as many words as they can in 10
minutes.
5. Panagsulat na Istorya –
Pupils write a short story or continuous text.
6. Panagbasa na Salita.tan Aga Salita –
Pupils decode at least 7 words and pseudowords in a list.
7. Pakatalos na Babasaën.Pupils demonstrate awareness and
understanding about various concepts of print
and reading.
VHV
F
%
HV
MV
SV
M
DE
F
%
F
%
F
%
6
75.0
2
25.0
0
0
0
0
4.75
VHV
5
62.5
2
25.0
1
12.5
0
0
4.50
VHV
5
62.5
2
25.0
1
12.5
0
0
4.50
VHV
5
62.5
2
25.0
1
12.5
0
0
4.50
VHV
3
37.5
3
37.5
2
25.0
0
0
4.13
HV
3
37.5
2
25.0
2
25.0
1
12.5
3.88
HV
4
50.0
1
12.5
1
12.5
2
25.0
3.88
HV
1.
Weighted Mean
4.31
Note: Highest frequencies are in boldface;
DE - Descriptive Equivalent
ISSN 2599-4646 (Print)
6
www.psurj.org/jonas
ISSN 2599-4654 (Online)
HV
Journal of Natural and Allied Science
(Development of Mother Tongue-Based Early Literacy Assessment Tools)
_____________________________________________________________________________________
Legend: SV – Slightly Valid; 2.50 – 3.49 MV – Moderately Valid; 3.50 – 4.49 HV – Highly Valid; 4.50 – 5.00 VHV– Very Highly Valid
Table 3 presents the frequency and percentage of the level of validity of the developed assessment tool with
respect to the topics and objectives of the learning material. Panagbasa na Salita tan Aliwan Salita tan Pakatalos
na Babasaen were found to be highly valid with the same mean rating of 3.88. Furthermore, the table shows that
the overall weighted mean of the assessment tool is 4.31 interpreted as Highly Valid. The result therefore implies
that the assessment tool is an appropriate material to provide students independent learning experience and as
supplementary materials for other teachers.
The study supports the study of Greenstein [10], which he emphasized that in order for young children to
become literate, there are a number of crucial skills that must be developed. She also concludes that children’s
readiness for reading must also include the ability to write not only their own name but demonstrate the ability to
write letters in isolation. This skill demonstrates their ability to complete a task with fluency, a necessary
component for reading ability [11]. She also concludes that children’s readiness for reading must also include the
ability to write not only their own name but demonstrate the ability to write letters in isolation.
Level of Usefulness of the Materials
The usefulness of the assessment tool was evaluated by eight selected Grade One Teachers based on the
following topics: Panagbirbir na Tanol na Letra Panagbibir na Tanol na Numero, Panagbasa na Salita tan Aga
Salita, Pakatalos na Babasaen, Panagsulat na Kada Letra, Panagsulat na Kada Salita, and Panagsulat na Istorya.
Table 4
Level of Usefulness of the Materials
N=8
ASSESSMENT TOOLS
1.
2.
3.
4.
5.
6.
7.
Panagsulat na Kada Letra.
Panagbirbir na Tanol na Letra
Panagbirbir na Tanol na Numero
Panagsulat na Kada Salita.
Panagbasa na Salita.tan Aga Salita
Panagsulat na Istorya.
Pakatalos na Babasaën
F
8
6
6
5
3
3
2
VHU
%
100.0
75.0
75.0
62.5
37.5
37.5
25.0
F
0
2
2
3
2
2
3
HU
%
0
25.0
25.0
37.5
25.0
25.0
37.5
MU
F
%
0
0
0
0
0
0
0
0
3
37.5
3
37.5
3
37.5
Weighted Mean
M
DE
5.00
4.75
4.75
4.63
4.00
4.00
3.88
4.43
VHU
VHU
VHU
VHU
HU
HU
HU
HU
Note: Highest frequencies are in boldface;
DE - Descriptive Equivalent
Legend: MU –Moderately Useful; 3.50 – 4.49 HU – Highly Useful; 4.50 – 5.00 VHU–Very Highly Useful
The overall level of usefulness of the developed assessment tool as assessed by the experts appears in
Table 4. It shows that the overall weighted mean of the whole assessment tool is 4.43 interpreted as Very Highly
Useful. Results show that the indicator with highest mean rating is Panagsulat na Kada Letra with a rating of 5.00
interpreted as Very Highly Useful, however Pakatalos na Babasaën turns out to be the lowest with a mean rating of
3.88 be still interpreted as Highly Useful.
The result of the present study is supported by Cuison, Nebrida and Dy [12] that there were lessons that
were full of unfamiliar terms. As a result, they face difficulties grasping the essence of the lectures. As an
immediate solution, the teachers would simply translate English to Filipino and Filipino to Pangasinan until the
pupils are able to understand the lessons. However, the progress of the lessons gets compromised and slowed down.
Moreover, the results were also supported by the study of Lopez [13] that through developing an
assessment tool, it can be very useful in identifying what children can do. These assessment tools demonstrate a
measurement theory that with a valid and useful instrument one can measure the abilities of individual learners.
ISSN 2599-4646 (Print)
7
www.psurj.org/jonas
ISSN 2599-4654 (Online)
Journal of Natural and Allied Science
(Development of Mother Tongue-Based Early Literacy Assessment Tools)
_____________________________________________________________________________________
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
1. Majority of the pupils were female, within right age bracket, have less siblings, their parents were mostly high
school graduates, and engaged in blue-collar job, used flashcards of letters and numbers as their educational
material at home.
2. Most of the Grade One Pupils belong to advanced level along with the cognitive aspect in the early childhood
development checklist.
3. Most of the topics in the assessment tool have a high percentage of involvement in child’s improvement in
learning.
4. The developed assessment tool is an appropriate supplemental material.
RECOMMENDATIONS
1. The developed assessment tool should be utilized as supplementary instructional material and recommended to
be tried out to the pupils.
2. Teacher may prepare activities that will improve or enhance the early development skills of Kindergarten/Grade I
pupils.
3. MTB teachers should attend seminars/webinars and be encouraged to develop learning tool or modules in other
disciplines where pupils need more comprehensive discussion.
4. Further studies along this line should be conducted in a wider scale.
REFERENCES
[1] Id21 Insights (2006). Mother Tongue First: Children’s Rights to Learn in their Own Languages.
(September), 1-2.
Vol.
5
[2] United Nations Educational and Scientific Organizations (2003). Education in A Multilingual World.
UNESCO Education Position Paper.
[3] Department of Education (2009). Order No. 74. Institutionalization of the Mother Tongue-based
–
Multilingual Education as a Fundamental Educational Policy and Program in the Department. July 14,
2009. Manila, Philippines.
[4] Strickland A. W. (2008). ADDIE. Idaho State University College of Education,
Technology Education. Retrieved from http://edu.isu.ed/addie.
Science,
Math
&
[5] Walter, S., Dekker, D. & Duguiang, N. (2008). The bridge to Filipino and English: third year results of the
first language MLE program in the Philippines. Paper presented at the Pascasio lectures, Ateneo de Manila
University. September 13, 2008.
[6]
Dekker, D. & Walter, S. (2011). Mother tongue instruction in Lubuagan: A case
study
from
Philippines.
Retrieved March 11, 2016, from
http://www.jstor.org/stable/414801
the
[7]
Opiyo R. (2017). Home Literacy and Development of Early Literacy Abilities of 3–4-Year-Old Children in
Kakamega Central Sub County, Kenya. (Novermber, 2017).
[8] Dyson A. (2006) Early Childhood Cognitive Development: A Descriptive Study on the Effectiveness of
Preschool Curricula.
ISSN 2599-4646 (Print)
8
www.psurj.org/jonas
ISSN 2599-4654 (Online)
Journal of Natural and Allied Science
(Development of Mother Tongue-Based Early Literacy Assessment Tools)
_____________________________________________________________________________________
[9] McCardle, Scarborough, & Catts, (2001) Predicting, Explaining and Preventing Children’s Reading Difficulties
(https://www.researchgate.net)
[10] Greenstein, T. (2016). How Does The Development of Early Literacy Skills and
A Child’s Home and School Promote Literacy
Success?.
https://digitalcommons.hamline.edu./hse_all/4227
The Partnership Between
[11] National Early Literacy Panel (2008). Developing Early Literacy: Report of the National Early Literacy Panel.
Executive Summary. Washington DC: Natioanl Institute For Literacy. www.lincs.ed.gov
[12] Cuison, Nebrida and Dy (2015). A Qualitative Assessment of the Implementation of Mother Tongue BasedMultilingual
Education
(MTB-MLE):
The
Case
of
Guelew
Integrated
School.
[13] Lopez, Joel B. (2016). Development of Mother Tongue-based Early Literacy Assessment
Children.
ISSN 2599-4646 (Print)
9
www.psurj.org/jonas
Tools for Ilokano
ISSN 2599-4654 (Online)