Documente Academic
Documente Profesional
Documente Cultură
1.1 Introduction
The school is one of the institutions that could maximize the use of
should be taught how to think critically about books. On the other hand,
Antilla (2012) claims that the classroom has the greatest capacity, second
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only to the home and family of a child, to provide quality educational
literacy gains in the classroom. The teacher’s choice of books and literature
children are deprived of learning and enjoying this very important branch of
available and accessible in the local market. Both major and minor
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country, the teaching materials and resources must be able to support
curriculum. These are all to be done without allowing students to lose their
maintain the Filipino identity while it addresses the objectives and standards
of the curriculum.
are stories that are filled with Filipino culture, history, traditions and values
that would cultivate the Filipino identity in the student. However, when it
for reading comprehension, there has not yet been a study conducted that
determines how valid and how congruent are these stories, to be chosen as
a supporting material in teaching. This question paved the way for coming
written by local authors for grades 2-3 that are available in chosen
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material for teaching Grades 2-3 English by identifying how the selected
short stories address and support the reading competencies in the K-12
English curriculum of Grades 2-3. This study planned to achieve the aim
literature (short stories) written by local authors from the year 2005-2015.
support and address the Grades 2-3 learning competencies under the
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1. survey award-winning children’s literature available and
2. determine how the selected short stories address and support the
2-3, and
Literature short stories written by local authors that are available within the
Metro Manila market through major and minor bookstores and publishing
houses published within the year 2005-2015 that support and address the
are also texts that fit the ages 6-9, which comprises the range of Grades 2-
3 students. This range also fit the cognitive development of Grade 2-3
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1.4 Significance of the Study
material for teaching Grades 2-3 English. Schools, teachers, students and
even parents would benefit from this study as they are given a list of
knowledgeable with the literary terms being discussed in the class with the
materials will help the Grades 2-3 students to have a smooth transition to
fourth grade as well as to build their character and increase their literacy,
The study is divided into three major phases. First, the researchers
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looked for locally published award-winning children’s literature, short stories
to be specific, that are written by local authors and that have been published
first studied in terms of its summary. Afterwards, the validity of these stories
whether the content of the short story is congruent with the learning
researchers identified how the stories address and support the reading
that are valid, congruent and do support the reading competencies of the
curriculum and could help both the teacher and the student in reaching the
The following figure will show the conceptual pattern of the study.
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1.6 Definition of Terms
Children’s literature. This term refers to materials written to suit the needs
of a child audience.
that begins with the premise that the learner constructs his or her own
learning through relevant learning activities. The key to achieving this goal
is that all components in the teaching system are aligned to each other to
resources and the assessment tasks and criteria for evaluating it, are all
aligned.
Grade level standards. These are the learning standards and academic
Content standards. These are the broad statements that describe specific
content areas that groups of students should learn at each grade level.
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define the level of work that demonstrates achievement of the standards.
These provide all constituents with the evidences that students have met
satisfactory.
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Chapter 2
were used to establish the background and relevance of the present study.
The student that struggles to read will struggle in all subject areas, affecting
in general.
Antilla (2013) also added that educational leaders and teachers must
essential training for teachers on best practice and implementation into the
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curriculum, supported by a nurturing and supportive relationship between
the school and the home, to best provide for the literacy needs of all
students. For educators, being aware of all of the factors that are involved
towards reading will greatly benefit the students’ individual literacy gains.
language has both a direct and indirect effect on that child’s transition to
Manning (1998) states that students gain much when listening to good
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is fostered, listening skills are improved, and understanding of story
of syntax is expanded.
Lin (2001) states that children need materials to support their literacy
knowledge of the world and vocabulary. For her, high quality children’s
Lin (2001) ends her research believing that to ensure that every child
teachers, families and communities. Each child comes to the classroom with
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The Value of Children’s Literature
skills; and it transmits important literature and themes from one generation
to the next.
extremely valuable in both the school setting and at home. Teachers and
For her, she believed that exposing children to quality literature can
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should be used to further the goals of critical literacy, culturally responsive
teaching, and social justice. She also mentioned that arts-based education
On the other hand, Krashen (2004) identifies what has been lost in
many language arts programs: a love for reading first, which leads to
addresses how the pleasure of reading benefits students who are learning
and other positive outcomes. He also believes that students deserve more
than limited direct instruction and that bringing pleasure back to the
resource for teaching academic literacy, for developing artistic skills, for
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passion for reading. Children’s literature can be used to teach within a
aspects. The ‘constructive’ aspect refers to the idea that students construct
learning.
The ‘alignment’ aspect, on the other hand, refers to what the teacher does,
appropriate to achieving the desired learning outcomes. The key is that the
and the assessment tasks, are aligned to the learning activities assumed in
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Chapter 3
Research Methodology
literature in the country, this study made use of children’s literature for
Research Design
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competencies and standards of reading comprehension of the K-12 English
theory (2003).
Research Sample
and publishing houses in Metro Manila address and support the to the
and Adarna House Publishing. The selected children’s literature stories are
award-winning short stories that are appropriate for ages 6-9, which
comprises the range of Grades 2-3 students. This range also fit the
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Research Procedure
local authors, short stories to be specific, that have been published within
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Having said, Phase III entailed the recommendation of the children’s
literature short stories that are valid and congruent to the Reading
bookstores and publishing houses that are congruent to the English K-12
curriculum of Grades 2 and 3 and would help both the teacher and the
student in reaching the desired outcomes for Grades 2-3. These stories are
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Chapter 4
In this chapter, the results of the data analysis are shown. The data were
potential for fulfilling the goals of this study which is to survey selected
the selected short stories support the reading competencies in the K-12
The final output of this study which is the list of recommended children’s
literature short stories that support and address the learning competencies
children’s literature short stories that were acquired from the following
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stories are award-winning children’s literature, short stories to be specific,
that have been published within the year 2005-2015 that are appropriate to
ages 6-9. The said age group comprises the range of Grades 2-3 students.
This range also fit the cognitive development of Grade 2-3 students,
In this chapter, the summary of each story is given first, then ways
on how the stories support and address the learning competencies and
presented.
1. Cinemagica
"Lights! Camera! Action!" is the shout of two children, Popoy and DJ,
every Wednesday as they travel home. Popoy always attends DJ's movies
because DJ's films can be understood even by the blind like Popoy and DJ’s
audience can participate in the movie. That day Popoy played the role of
the prince from the kingdom of flowers. He sought to regain the fragrance
of flowers that the monster steals from them. A candy that acted as a
magical charm, pots and pans that sound like thunder, a hair dryer that feels
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like a monster's breath of fire, a watering can that feels like rain, perfume
that smells the scents of flowers. Successfully slaying the monster and
home to the kingdom of flowers a hero. As they were ending the people
who are able to see the movie making cheered and clapped their hands for
an outstanding performance, they even asked if they could watch the movie
next Wednesday.
wonderful way. The text talks about a person with visual impairment and
how in the story for this blind boy to be able to interact perfectly with the
way the movie went along, they used things such as a blow dryer, a candy,
and such to help him use his other senses as the movie is progressing. The
concept of using things at home that helps Popoy feel such things as a
breath of fire, hear thunder, smell flowers, or even feel rain is both thought-
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three events in stories read, EN3RCIIi-j-2.10: Sequence a
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Year Published: 2015
attending school. He has a lot of questions for his older brother how far the
school is. Unknown to the kid, they would pass through a lot of adventures
start school. Although his brother tells him that they would cross through a
lot of places before going to school, the young boy’s enthusiasm has not
wavered. The story uses light words that are very comprehensible for young
readers.
(especially in rural areas) going to school as they find it easy travelling from
home to school. This story opens the eyes of the readers, particularly the
ones who are in the urban areas, what journeys the other children of their
same age experiences. Moreover, this story teaches the importance for a
child to know about perseverance not only in studying but in facing the
challenges connected to it. Lastly, this book can also be used to make
children understand that knowledge can be achieved not only inside the
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The story addresses and supports the following competencies and
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The title suggests deeper meaning that would make
described.
The story Just Add Dirt is about a child named Miguel who had
bean seedlings growing out of his ears. His mother tells him that it is what
he gets for not taking a bath. Miguel then promises to take a bath, but he
keeps putting it off so that he can play with his friends. Meanwhile, more
and more vegetables start growing all over his body every day. Miguel starts
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to panic, but his mother remains cool and calm. At the end of the story,
Miguel finally decides to listen to his mother and take a bath. His mother
takes all of the vegetables that have grown in his body and cooks sinigang
washing hands. The story also shows the role of mothers in the family. It
depicts a mothers’ care and concern to her child’s health, as well as her
behavior when it comes to taking care of oneself. The story also stresses
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phrases “when morning, lunchtime, dinnertime, bedtime
finally”, “this time” to point out when the major events in the
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The plot of the story as mentioned above comprises of
bath and wash hands. Having said, the story can aid students
discussed.
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Marvino’s League of Superheroes is about a little boy named Marvino
who lives in the small town of Majayjay. He imagines and draws Philippine
poster-making contest. He also wants to get into the newly opened toy
museum in their town, but he can't afford it. However, as he passes by the
to Mr. Emilio his sketches and Emilio encourages him to join the school’s
contest. In the end, he gets to enter the museum and sees his sketches of
be the owner of the museum. At the end, Marvino did not win the school’s
The story highlights a young Filipino’s love and appreciation for our own
national heroes. It honors the country’s national heroes and attests that their
in the field of the arts and humanities. This is analogous to Horace’s “dulce
et utile” wherein he believes that art should be functional yet pleasant and
enjoyable. Here, both Marvino and Mr. Emilio also believe that their work of
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The story addresses and supports the following competencies and
phrases “the next day”, “after some time” to point out when
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EN3RC-I0-2.2: Note details regarding character, setting and
A little boy has a secret with his father, an OFW. The secret is that
his father is a shape-shifter. The little boy says his father can take on the
form of so many things. He can shape shift into a telephone to speak to his
son, he can become a box that delivers them many wonderful things, he
can become smaller and look the same as his real self while inside the
laptop communicating with the little boy and his wife, even shape shift into
the little boy’s mother just to be with him. The little boy really misses his
make his father feel the same comfort as he did. But he knows this, his
father will come home soon, and they will play and he will be able to kiss
and hug his father, maybe his father could even teach him how to shape
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shift. All he knows is that no matter what shape, color, or size his father is,
This text used light words that make it a comprehensible text for a
young reader. The vivid storytelling and giving of examples of how a father
shape shifts make the readers thoughtful of the story. It also makes the
children very optimistic since they are comforted by the idea given by the
text that their parents overseas are with them in different shapes and sizes.
The text emphasizes on the family greatly. The love and adoration that
the little boy has for his father can be perceived in the text, even the idea of
his father shape-shifting just to comfort his wife and child. Here we see the
importance of love in the family the way father and son show love in the
story and the preservation of the family by means of the father shape
shifting to be with them to comfort them and even the son wanting to learn
shape shifting just to comfort his father out at the sea. The following conflict
that are seen in the text are the fact that the protagonist tells other children
that parents that are working abroad can shape shift and even children
themselves can learn to shape shift one day. Inanimate objects come to life
which will never happen. And lastly, not all parents go abroad, what about
children who have parents who are with them most of the time, will their
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The story addresses and supports the following competencies and
find the answer to the unique case. Because the story is very
that will help the students to better understand the story and
cite some parts in the story where important details are found,
facilitating what the class already knows and what more they
Filipino Worker.
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EN3RC-Ic-e- 2.1 Describe literary elements of texts including
of the story.
comprehension
style and the content of the story which may not be clear the
The students can draw out that Luis thinks this way
working overseas. They can also infer from the story itself, the
father.
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EN3RC-IIIa 2.13: Distinguish fact from opinion
A little-ant girl always hears her mother say to her brother that their
food should be divided between brothers and sisters whenever they would
eat. However, when her brother would divide the food, she notices that her
older brother always received a larger portion than hers. While she was at
school, her classmate Dina, a snail, accidentally left her food at home. She
offered to share her food equally with Dina, and Dina said it is like how food
otherwise since siblings do not share equally, and she thought how Dina is
very lucky since she doesn’t have to share any food to a sibling since she
doesn’t have a sibling. One day she is invited by Dina to go and play at her
house and when they finally eat, they both learn that the sharing between
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friends and siblings are one and the same. She comes home to share the
food she received from Dina’s parents and shows her brother that she will
share equally with everyone at home, her brother said sorry and from then
how her relationship with her brother was. And we see how she has learned
how food should be divided between siblings with the help of Dina. Here it
can be seen how a young child may be able to teach his or her older sibling
relatable for those children who have siblings, how sometimes they would
have difficulty with sharing food, or the problem of envy whenever any one
of them would receive a gift. The usage of simple words is necessary for it
The story touches more on the family and identity. The fact that
children learn so much from their parents, gain values, and respect one’s
reading this, the values that can be learned from this story. We can also say
that the text is a fable for the moral learned was not only for the protagonist
but also Dina and the ant-girl’s brother learned as well. The fact that these
organisms are like humans, they have a family, they go school, they even
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have personalities both helps the children and confuse the children. Helps
because there are relatable features for this characters while confuses
pictures,)
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conclusions based on texts (pictures, title and content words)/
students can cite which part of the story is the cause and what
when the pie at the end of the story was divided into four. The
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Publishing House: Adarna House
The Cat Painter tells about the story of an angel painting cats. The
cat painters who are older than him follow a rule that a cat can be painted
only in one color. Rahal, with his creativity, finds enjoyment in painting cat
with different colors. Upon the return of the Miral, the head angel of cat
painters, he finds the chamber full of cats painted in different colors. Loss
for words, Miral takes Rahal to the God’s chamber. Instead of being
thus motivates the children reading creatively. It also written in a way that
readers can find the story interesting because of the supernatural elements
Aside from being nonconformist, the main character of the story also
teaches the readers to feed one’s creativity, even if it means breaking the
tradition. Furthermore, the story tells the need of valuing one’s creativity and
skills. Even keeping the tradition is good, one must not let the tradition
confine oneself.
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EN2RC-IIId-e-2.4: Identify the basic sequence of events and
centuries. It speaks about the time when the earth is still not
like in the earliest time and would make predictions out of it.
the story.
tradition of cat-painting.
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EN3RC-I0-2.2: Note details regarding character, setting and
concepts.
The Little Girl in a Box is the story of an orphaned girl who lived in a
cardboard box. The story follows the girl in her search for a place where she
can be cared and feel loved. Although she likes every place she goes, she
always finds instances that she feels unhappy or feels limited. The story
ends with the girl finally finding a place where she truly feels loved and
belonged.
new home, the protagonist comes across with challenges that bring
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hopelessness and limitations of her being a child thus leads her to encage
herself away from the world until she finds another home. As she journeyed
from one place to another, the time passes, hence the girl grows too large
This story opens readers, both children and adults, to the reality
this book is for the orphans and adopted children that provide them with a
story that they can relate and serve as their anchor to the difficulties they
are facing. This book also encourages readers to find and establish one’s
Even so, the story does not lack in providing the order of the
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EN2RC-IIIf-h-2.17: Answer questions to clarify understanding
journey. Readers could also infer what the main character feel
in her journey.
makes. The settings are also very symbolical and the plot has
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a major conflict that represents the struggle of the human
The Yellow Paperclip with Bright Purple Spots is the story of a yellow
and how it was brought by time and various circumstances to that bowl.
paperclip itself. It traces its roots and gives a brief background of its past
experiences. It recounts the people it met, the things it has learned, and the
individuality.
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The story addresses and supports the following competencies and
happened in the past, prior to the very first event that was
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EN3RC-I0-2.2: Note details regarding character, setting and
a very long name. He finds it difficult to write his name and often misses
doing other activities with his classmates as it takes longer time compared
to his classmates with shorter names. When he asks why he has a long
name, his mother told the story behind it. As the story ends, the protagonist
how he got his long name. The narrator tells his complaints about having a
long name and wishes his name to be shortened. However, the internal
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the origin of their name. It is also uses light words that are very
story.
finding one’s name origin just like what happens to the narrator. Most
importantly, after finding one’s name origin, the connection between the
as to how the main character solves the conflict. This can also
help readers predict the reason behind the very long name of
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EN2RC-IIIf-h-2.17: Answer questions to clarify understanding
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Author: Liwliwa Malabed
The little boy was greatly fascinated with the mountains and hills.
answered from the great hunters that ruled the world. As they grew old they
lied down to rest and became massive humps on the ground. While his
grandmother said they were fairies and nymphs that sought refuge from
men who destroyed nature, they created their own hiding place high above
the earth. He even asked a dog which said Mountains and Hills are made
from the millions of dogs digging for their treat, the soil they kicked up in the
air became ridges and peaks. On the other hand, his mother said hills and
mountains were made by Mother Nature not just for weary clouds to rest
on, but also for weary hearts. After the answer given by his mother, he has
fascinated with mountains and hills and he continually seeks to know of its
parents, siblings and even animals helps children associate with the child
and with the curiosity of the child itself. The mystifying answers in the text
help children not become bored while reading and educates them. Also, the
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children reading the text will become more curious, not fearing to ask of the
origins of the places and people around them because the protagonist of
which helps make the story very informative to children, helping them be
curious individuals, not fearing to ask questions. Seeing how the protagonist
has supportive family that is willing to explain to him things also shows that
the family is still an important part of the text. However, using different
some are made up stories that will lead the children astray. Another problem
is if the belief of the child or his religion and culture explains the origins of
and after reading the story, for the many fictional origins of
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mountains and hills. The fact and opinions they have learned
comprehension
and hills. At first, yes the students will be fascinated but the
fact that the story revolved on this will also make students
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12. Znork, the Horse Who Loved to Sleep by Mark Anthony Angeles
Znork, the Horse Who Loved to Sleep is a story about a horse named
Znork whose weakness is his love for too much sleep. As a result, he is
being left behind, sleeping. But because of his dream of becoming a good
working horse who regularly practices racing. One day Znork is taken away
from the stables to be used in war. Znork at the end gets more than what
he wished for—he becomes the horse of a brave general and a part of the
persistence that accompany it. The story also highlights the history of the
country and how heroes from the past fought hard in order to gain the
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The story addresses and supports the following competencies and
phrases “before long” and “the next day” to point out when the
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EN3RC-I0-2.2: Note details regarding character, setting and
points.
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Chapter 5
2-3.At the end, the study had the final output of recommending the
English teachers of Grades 2-3. It is desired that through this study, schools,
12 children’s literature short stories that support and address the reading
3.
Summary of Findings:
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1. The 12 selected children’s literature short stories mentioned in this
3.
Conclusions
made:
stories locally published by local authors within the last decade play
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2. These children’s literature short stories can be used as supporting
that would help the learners produce the desired outcomes of the
Recommendations
suggested.
1. For schools, the twelve (12) children’s literature short stories used in
can also open reading programs that would utilize these stories.
2. For teachers, the twelve (12) children’s literature short stories used
reading and post-reading parts of the lesson. The teachers can also
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enjoy reading at home. Teachers are also recommended to make
use of other children’s literature short stories that are not found in
this study. Using these stories would also develop the relationship of
the class among themselves and the class to its teacher due to
creative interaction.
literature short stories used in this study could be used as a basis for
short stories written by local authors that would support and address
Grades 2-3, not just the ones under the reading comprehension
domain.
5. For parents, the twelve (12) children’s literature short stories used in
of school. Having these used inside the home would also further
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6. For future researchers, a try-out of this study is suggested to further
the validity of this study and to expand the scope and limitations of
nationwide.
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BIBLIOGRAPHY
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Lin, C. (2001). Early Literacy Instruction: Research Application in the
Communication.
Sutaria, M. C. (2011). Developing the Filipino Child for 2020 and Beyond:
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