Effectiveness on the Utilization of Literacy Station Materials in the Performance of Grade One Pupils in Beginning Reading

AUTHOR(S)

Aprila M. Anonat

ABSTRACT

Learning to read, write and count is critical to a child’s success in school and later in life. One of the best predictors of school success is the level of a child’s progress in these foundational skills. Although reading, writing and numeracy abilities increase as children grow, the early childhood years, from birth to age eight, comprise the most important period for language, literacy, and numeracy development (DO #12, s. 2015). The ability to read, write and count does not develop naturally, or without careful planning and instruction. The availability and accessibility of age-appropriate and culturally sensitive materials for children are extremely important to encourage the regular practice of reading and counting (DO #12, s. 2015). Thus, it is necessary to provide the appropriate learning materials and activities to the pupils and these materials are supposed to be found in the literacy stations of each of the classrooms in key stage 1. Hence this study has come into being to evaluate the effectiveness of literacy station materials in improving the performance of the Grade one pupils in beginning reading. Given the intervention materials and activities provided in this study, the data revealed a significant difference in the pretest and post-test performances of the Grade one pupils before and after the utilization of literacy station materials in teaching beginning reading. The excellent performance of the Grade one pupils shows that literacy learning station materials if utilized properly and accurately will help address the problems on literacy among pupils. Thus, utilization of the literacy station activities and materials is effective in supporting the pupils to acquire beginning reading skills and at the same time improving their literacy performance and teaching them to work independently at their own pace.