https://hdl.handle.net/20.500.12852/1936 2026-04-05T16:10:07Z 2026-04-05T16:10:07Z Morales, Cyrah G. Babatio, Auramae M. Kim, Argie S. https://hdl.handle.net/20.500.12852/3582 2025-11-19T08:01:14Z 2025-01-01T00:00:00Z

Baseline assessment of kindergarten and grade 1 pupils with special needs in public school Morales, Cyrah G.; Babatio, Auramae M.; Kim, Argie S. This research assessed kindergarten and grade 1 pupils in a public school to identify learning problems in math, reading, and writing. Employing a quantitative survey design (Creswell & Creswell, 2023), the study used a two-stage identification process. Stage one involved universal screening with the Early Childhood Care and Development (ECCD) checklist for developmental delays and Hannel's (2006) checklist for learning difficulties and conduct disorders. While no conduct disorders or developmental disabilities were identified, several students were flagged for potential learning difficulties. Stage two comprised individual educational assessments in math, reading, and writing for these students. Participants were referred kindergarten and grade 1 students (2023- 2024) whose parents provided consent and who themselves assented. Instruments included the ECCD checklist, assessing developmental milestones across multiple domains, and Hannel's checklist, aiding in identifying learning problems and referral for special education assessment. Data collection involved school permission, coordination with staff, and individual assessments with a one-researcher-to-one-pupil ratio. Teacher interviews supplemented data. Analysis used descriptive statistics to identify areas of concern. Results indicated significant learning challenges across all participants. All struggled with reading (decoding, letter recognition, fluency, comprehension), writing (spelling, sentence construction), and math (numeracy, arithmetic fluency, number sense, formulas). The study concludes that these students require targeted interventions and instructional strategies. Parent-educator collaboration is crucial. Early interventions are essential for developing foundational skills for academic success. This research emphasizes the critical role of early literacy and numeracy development. Full text available

2025-01-01T00:00:00Z Panolino, Kereth John Jabor, Willyn Joy Sarabia, Cyruss Immanuel Sustento, Neliciana https://hdl.handle.net/20.500.12852/3572 2025-10-29T03:00:44Z 2024-03-01T00:00:00Z

Developing short-animated poetry video for Grade 7 learners' reading skill Panolino, Kereth John; Jabor, Willyn Joy; Sarabia, Cyruss Immanuel; Sustento, Neliciana This study aimed to develop poetry videos to enhance grade 7 learners' reading comprehension through short-animated poetry videos by providing engaging and educational content for schools in Iloilo City during the school year 2023-2024. The researchers collected experiences in teaching reading and suggestions from five selected teachers and two video experts through purposive sampling to create valuable poetry videos that encouraged learners to read along and assess their reading comprehension in the process. The thematic analysis findings revealed challenges in teaching and learning reading, particularly the difficulty of addressing varying reading levels and learning styles within a single classroom setting and developing poetry videos to enhance the learner’s reading skills, fluency, and vocabulary. Additionally, learners experienced difficulties in understanding advanced vocabulary and showed limitations in reading proficiency. By leveraging multimedia tools like poetry videos, this study addressed the reading challenges and fostered an interactive learning environment that enhanced learners' interest and promoted literacy development. The study also explored various teaching strategies and methods and considered the impact of external factors on reading skills in designing the content for the animated videos. The use of short animated poetry videos as an educational tool has significant potential to enhance the reading experiences of grade 7 learners. By incorporating creativity and visual storytelling, these videos offered a multisensory learning experience beyond traditional reading. Additionally, video-based learning supports diverse learning styles and fosters personalized literacy development. In conclusion, developing short animated poetry videos for grade 7 learners represents a significant advancement in reading instruction and enhances literary appreciation. By utilizing multimedia tools to deliver engaging and informative content, this research aimed to equip learners with the skills and confidence to read proficiently. Full text available

2024-03-01T00:00:00Z Lamis, Andria Novie Cezar, Aura Vera Gancero, Abigail Losare, Eda Marie Flora, Beatriz Patricia https://hdl.handle.net/20.500.12852/3457 2025-07-31T09:00:24Z 2021-12-01T00:00:00Z

Development of a module in teaching beginning readers with Dyslexia Lamis, Andria Novie; Cezar, Aura Vera; Gancero, Abigail; Losare, Eda Marie; Flora, Beatriz Patricia The primary purpose of this study was to develop a module in teaching beginning readers with dyslexia ages 7-12 years old and in the grade 1-6 level. To establish an empirical basis in creating this module, the Input-process-output (IPO) model was applied. The DepEd curriculum guide was the reference in identifying the specific learning competencies in reading. Reading textbooks, existing modules, and printed or online copy approved by the Department of Education was also used as additional references in creating this teaching module. A key information Interview (KII) through Zoom was conducted to determine the context, experiences, and feedback of teachers in terms of teaching reading specifically to children with reading difficulty or dyslexia. Results of the KII was the basis in determining the content and design of the module. The participants of the KII were Grade 1 to 6 special and regular teachers coming from both public and private schools in the Western part of Iloilo and Guimaras. Data gathered from the KII were transcribed and analyzed through thematic analysis which generated four final themes. These themes were: (1) lessons and materials in phonetics, (2) engagement and interactive activities, (3) scaffolding and task analysis, and (4) phonetics difficulty. Abstract only

2021-12-01T00:00:00Z Amorin, Arly T. Gallego, Jolyn D. Labuyo, Marjolen S. https://hdl.handle.net/20.500.12852/3455 2025-07-31T09:00:27Z 2019-03-01T00:00:00Z

Enriching the special needs curriculum: Program basis for developing accommodation Amorin, Arly T.; Gallego, Jolyn D.; Labuyo, Marjolen S. This study was conducted to develop accommodation programs to enrich the curriculum for pupils with special needs. It also aims to guide the learning needs of children with cognitive, social behavioral, communication and developmental problems. The primary instrument used to gather the data was a probe interview. The researcher identified four (4) private schools in Iloilo City that caters to children with special needs, offers inclusive education or classroom accommodations and uses the DepEd k-12 Curriculum. Results showed that the prevalent conditions among the four (4) schools are: Autism, Attention Deficit Hyperactivity Disorder (ADHD), Learning Disability, and Cerebral Palsy. Furthermore, most of these pupils with special needs are being accepted to join the regular classrooms but with special accommodations. With the identified students above, the researchers have created a general guide for classroom accommodations for students with autism, ADHD, Learning Disability and Cerebral Palsy. Abstract only

2019-03-01T00:00:00Z