V3I10P56

Culturally Responsive Workbook for Key Stage 1 (KS1) Emergent Readers

Daylinda B. Gardiola^1*, Rosemarie D. Paceño, PhD²

Abstract

This study developed, validated, and examined the effectiveness of a culturally responsive workbook for Key Stage 1 emergent readers at Dugyaman Elementary School, Division of Butuan City. The CRLA results were used to identify the learners’ specific literacy difficulties and priority skills for intervention. These identified needs served as the basis for selecting the three least-learned competencies addressed in the workbook under phonics and word study competencies in Reading and Literacy 1, Term 1: producing target L1 letter sounds, identifying L1 letters, and isolating initial and final sounds in words. A developmental-evaluative research design was used with 22 purposively selected emergent readers and five expert evaluators. Data were gathered through the Department of Education’s Comprehensive Rapid Literacy Assessment (CRLA) and an adapted Learning Resources Management and Development System (LRMDS) evaluation tool. The pretest showed that all participants were emergent readers, with 90.91% classified under Full Refresher and 9.09% under Moderate Refresher. Expert evaluation rated the workbook very satisfactory in Content Quality (WM = 3.97), Format (WM = 3.99), Presentation and Organization (WM = 4.00), and Accuracy and Up-to-dateness (WM = 4.00). After implementation, 54.54% of the learners reached the Grade Ready level, while 45.46% reached the Light Refresher level. The paired-samples t-test showed a significant difference between the pretest and posttest scores (t-value = -8.922, df =21, p-value =.000). Based on the findings, the workbook was further enhanced in content and format, including realia-based illustrations to strengthen its cultural and contextual relevance.

Keywords:

Comprehensive Rapid Literacy Assessment, Culturally Responsive Workbook, Early Reading Literacy, Emergent Readers, MTB-MLE