Sherry Mae D. Dumadaug (Author)

Abstract

The study focused on enhancing the reading performance of English 3 learners using validated literacy manipulatives. Specifically, it determined the learners’ reading levels before and after the utilization of the literacy manipulatives and the significance of any difference. Additionally, it aimed to assess the effectiveness of the literacy manipulatives as perceived by grade 3 teachers in terms of replicability and usability. This study employed a descriptive-evaluative design, with a descriptive component aimed at identifying the reading performance of the learners, and an evaluative component focused on assessing the usability and replicability of the manipulatives. The researcher developed an evaluation tool given to the English teacher to evaluate the literacy manipulatives in terms of replicability and usability. An evaluation form from LRDMS was used to validate the literacy manipulatives developed by the researcher. The material used in assessing the reading level of the learners was based on the FLAT (Functional Literacy Assessment Tool). This research determined the reading level of the learners before and after the utilization of the literacy manipulatives. Results of the pre-test and post-test were analyzed through mean, standard deviation, and a paired t-test. The paired t-test was employed to determine the significant difference in the levels of reading performance of the pupils before and after the utilization of the literacy manipulatives.  The result showed that the null hypothesis was rejected. The findings from the research showed that the use of literacy manipulatives enhanced the reading performance of the learners.

Keywords: Literacy Manipulatives, reading performance, assessment, replicability, usability

DOI: http://doi.org/10.69651/PIJHSS0403484

Recommended citation:

Dumadaug, S. M. D. (2025). Enhancing the reading performance in English of Grade 3 learners using the Validated Literacy Manipulatives: Basis for a proposed action plan. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5215-5224. http://doi.org/10.69651/PIJHSS0403484

Read the full text

References

Barton, E. E., Steed, E. A., Strain, P., Dunlap, G., Powell, D., & Payne, C. J. (2014). An analysis of classroom-based and parent-focused social–emotional programs for young children. Infants and Young Children, 27(1), 3–29. https://doi.org/10.1097/iyc.0000000000000001

Byrne, E. M., et al. (2023). Educational interventions involving physical manipulatives for improving children’s learning and development: A scoping review. Review of Education, 11(2). https://doi.org/10.1002/rev3.3400

Cabalo, J. P. (2019). Factors affecting pupils’ reading proficiency in multi-grade classes among rural elementary schools. IJSMS Journal, 2(2). https://www.ijsmsjournal.org/2019/volume-2%20issue-2/ijsms-v2i2p114.pdf

Cubillas, A. U., & Pardo, S. M. W. (2023). Enhancing pupils’ narrative text reading comprehension in mother tongue through directed reading thinking activity. International Journal of Membrane Science and Technology, 10(2), 608–614. https://doi.org/10.15379/ijmst.v10i2.1272

Department of Education. (2019). DepEd Memorandum No. 173, s. 2019: “Hamon, Bawat Bata Bumabasa.” https://www.deped.gov.ph/wp-content/uploads/2019/11/DM_s2019_173-1.pdf

DO 18, s. 2017 – Guidelines on the utilization of the 2017 Every Child a Reader Program funds for the Early Language, Literacy, and Numeracy Program: Professional development component | Department of Education. (2017, April 19). https://www.deped.gov.ph/2017/04/19/do-18-s-2017-guidelines-on-the-utilization-of-the-2017-every-child-a-reader-program-funds-for-the-early-language-literacy-and-numeracy-program-professional-development-component/

Donna, M., & Cautivo. (2022). The effectiveness of manipulatives in educational skills among Grade 2 pupils. International Journal of Advance Research and Innovative Ideas in Education. https://ijariie.com/AdminUploadPdf/THE_EFFECTIVENESS_OF_MANIPULATIVES_IN_EDUCATIONAL_SKILLS_AMONG_GRADE_2_PUPILS_ijariie18446.pdf

Global Reading Challenge | EnglishHelper. (n.d.). EnglishHelper. https://www.englishhelper.com/global-reading-challenge/

Goldstein, D. (2022, March 8). It’s “alarming”: Children are severely behind in reading. The New York Times. https://www.nytimes.com/2022/03/08/us/pandemic-schools-reading-crisis.html

Hand2mind: Growing minds with hands-on learning. (n.d.). Hand2mind. https://www.hand2mind.com/resources/hands-on-learning-manipulatives-enhance-literacy-instruction

Language Magazine. (2015, May 8). Using hands-on manipulatives. Language Magazine. https://www.languagemagazine.com/using-hands-on-manipulatives/

Matingwina, T. (2018). Health, academic achievement and school-based interventions. In InTech eBooks. https://doi.org/10.5772/intechopen.76431

Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en

Rojas, R. M. (2023). Effectiveness of teacher-made manipulative learning materials in improving the word recognition skills of the Grade 2 Indigenous People Education (IPEd) learners. International Journal of Advanced Multidisciplinary Studies (IJAMS), 8(3). https://www.ijams-bbp.net/wp-content/uploads/2023/07/1-IJAMS-JUNE-2023-311-324.pdf