Show simple item record

dc.contributor.advisorMonsalud, Rossini G.
dc.contributor.authorAlbacete, Friza Jen B.
dc.date.accessioned2024-08-14T01:31:56Z
dc.date.available2024-08-14T01:31:56Z
dc.date.issued2022-07
dc.identifier.citationAlbacete, F.J.B. (2022). Instruction using Oral Graphic Symbolic Language (OGSL) program and reading performance of learners from K-3: A tracer study [Masters' thesis, West Visayas State University]. WVSU Institutional Repository and Electronic Dissertations and and Theses PLUS.en
dc.identifier.urihttps://hdl.handle.net/20.500.14353/592
dc.description.abstractThis study was undertaken to ascertain the reading performance of the Kindergarten learners and to determine if there was a difference on the reading performance of the two groups. A tracer study was used to determine the reading performance of the participants after three consecutive years since they used the Oral Graphic Symbolic Language (OGSL) as a reading instruction in Kindergarten. The subjects were 14 intentionally selected Grade 4 gifted and talented learners who had undergone reading instruction using Oral Graphic Symbolic Language (OGSL) and 14 randomly selected Grade 4 gifted and talented learners who had not. There were 28 respondents in all. The data used in the study were the English grades, Phil-IRI results and reading ability test results obtained by the subjects during their Grades 1-3 classes based on the Interpretation of DepEd grading system, Revised Philippine Informal Reading Inventory manual and EGRA (Early Grade Reading Assessment) Deped Reading Assessment Tool. A researcher-made survey questionnaire july-validated was used to find out the experiences of pupils who had undergone Reading instruction with OGSL Program, together with their teachers. The data obtained were subjected to the following statistical treatments: mean, standard deviation, frequency count, percentage and Mann pupils who had undergone OGSL reading instruction and pupils who have not undergone OGSL reading instruction (u=56.00, p= .053). Meaning the two groups are comparable in their reading performance. Statistically, there is no significant difference, but OGSL Reading program is an effective reading instruction as shown by the results of PHIL-IRI and DepEd Reading Assessment Tool together with Early Grade Reading Assessment (EGRA).en
dc.format.extentxi, 109 p.en
dc.language.isoenen
dc.publisherWest Visayas State universityen
dc.subjectEarly Grade Reading Assessment (EGRA)en
dc.subjectEarly childhood educationen
dc.subjectOGSL (Oral Graphic Symbolic Language) Programen
dc.subjectReading performanceen
dc.subjectTracer studyen
dc.subjectLongitudinal studyen
dc.subjectReadingen
dc.subjectReading instructionen
dc.subjectReading developmenten
dc.subjectLEA (Language Experience Approach)en
dc.subjectReading modelen
dc.subject.lcshEarly childhood educationen
dc.subject.lcshReading readinessen
dc.subject.lcshReadingen
dc.subject.lcshReading--Phonetic method--Study and teaching (Primary)en
dc.titleInstruction using Oral Graphic Symbolic Language (OGSL) program and reading performance of learners from K-3: A tracer studyen
dc.typeThesisen
dcterms.accessRightsLimited public accessen
thesis.degree.disciplineEarly Childhood Educationen
thesis.degree.grantorWest Visayas State Universityen
thesis.degree.levelMastersen
thesis.degree.nameMaster in Educationen
dc.contributor.chairGerminal, Angelita D.
dc.contributor.committeememberGabasa, Chive G.
dc.contributor.committeememberBorro, Percy M.
dc.subject.sdgSDG 4 - Quality educationen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record