Early Language, Literacy and Numeracy: An Assessment

Abstract

INTRODUCTION

Early Language, Literacy, and Numeracy is a program designed to address the needs for quality education. The main objective of this is to improve the Reading and Numeracy skills of pupils from Kinder to grade three. This study aimed to determine the common strategies used by the primary teachers before and during the implementation of Early Language, Numeracy, and Literacy Program.

METHODS

The statistical tool applied in this study was descriptive -correlational. The instruments were Frequency weighted mean and T-test which were used to determine the level of use and significant difference of the common strategies in teaching Reading and Numeracy before and during ELLN implementation. The respondents of this research were the 28 primary teachers of TNWCS.

RESULTS

The level of use of the common strategies in teaching Reading and Numeracy before ELLNP was implemented were the following:1. It was observed that out of the ten (10) strategies presented, three (3) were described as Very Satisfactory: "Grammar and Oral Language" (3.50); "Localization and Contextualization" (3.67); and Pre, "During and Post Reading Strategies" (3.96). Six (6) were rated as

Satisfactory: "Bridging and Decoding Instruction"

(3.05); "Differentiated Instruction"

(3.27); "Oral Language and Vocabulary" (3.40);

"Comprehension and Vocabulary" (3.07); "Evidence-Based Teaching" (3.00); and "Cooperative Learning” (3.05). One (1) was described as Fair: "Explicit Teaching Framework" (2.40). The numerical and adjectival description of the common teaching strategies used during the implementation of Early Language, Literacy, and Numeracy. Three (3) were rated Excellent: "Explicit Teaching Framework" (4.82); "Bridging and Decoding Instruction" (4.57); and "Cooperative Learning" (4.82). Seven were described as Very Satisfactory: "Differentiated Instruction" (4.32); "Grammar and Oral Language" (4.46); "Localization and Contextualization" (4.38); "Pre, During and Post Reading Strategies" (4.07); "Oral Language and Vocabulary" (4.29); "Comprehension and Vocabulary" (3.89); and "Evidence-Based Teaching" (4.07).

DISCUSSIONS

This means that there was a significant difference in the level of use of common strategies in teaching reading and numeracy before and during program implementation. It further concluded that the interventions made during the ELLNP was effective to encourage primary grade teachers to use varied teaching strategies in teaching reading and numeracy.