Rhea P. Badillo (Author)
Abstract
This study assessed the phonological awareness of primary grade learners of San Roque Elementary School and was conducted during the first semester of the 2023-2024 academic year. The study used a descriptive correlational research design with 43 primary learners. It used teacher-made questionnaire research instruments on the profile which gathered the personal information of the learners in terms of age, sex, and early literacy practices. It also used the Comprehensive Rapid Literacy Assessment Tool (CRLA) to determine the level of phonological awareness in terms of letter awareness, rhyme awareness, word awareness, and sentence awareness. The statistical treatments used were the frequency and percentage, weighted mean, Kruskal Wallis Test, Mann Whitney U Test, and Pearson Correlation Analysis. On the profile of respondents, the majority of learners were female. Data showed the typical age distribution for primary grade learners with the majority falling into the younger age range 8-9 years old. When the learners were grouped according to sex, it was revealed that there was a significant difference in the level of phonological awareness in terms of letter awareness, word awareness, rhyme awareness, and sentence awareness indicating that the females have significantly higher levels of phonological awareness than their male counterparts. The study found no significant relationship between the extent of early literacy practices and the level of phonological awareness among learners.
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Keywords: Phonological Awareness, Early Literacy Practices