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RATIONALE:
Many past studies of adult literacy have tried to count the number of
“illiterates” ,thereby treating literacy as a condition that individuals either do or
do not have. Such efforts are inherently arbitrary and misleading. They are also
damaging, in that they fail to acknowledge both the complexity of the literacy
problem and the range of solutions needed to address it.
SUBJECT
The subject in this study is a 43-year old woman named Rosa (Not her real
name due to the sensitivity of the research study) who lives in Fabrica, Bulan,
Sorsogon. She was the second among her four siblings, and she’s the only one
who doesn’t have a life partner due to her mental condition. She takes care of
her mother and they live together in a shanty with no reading materials at
all.She was enrolled in elementary but she only attained grade 1. And
according to her cousins, the subject was afraid to be asked by the teacher
especially in English subject.
METHODOLOGY
The researcher noticed that she can actually read when the text is
being repeated to her. But the problem now arose. She was not able to
comprehend and not able to understand what she is reading about. The
researcher decided to read alone orally the text in Filipino. The story is entitled
‘’Pulang Watawat’’ by Maria Hazel J. Derla.
PULANG WATAWAT
Maria Hazel J. Derla
‘’Unahan tayo!’’ At sabay-sabay na nagtakbuhan ang mga magkakaibigan na sina Barbie, Anna,
Jacko at Mark. Mag-uunahan silang makarating at makuha ang pulang watawat na nasa dulo ng kalsadang
ginawa nilang laruan ng mga hapong iyon. Si Eva ang nagbabantay ng watawat na ito.
‘’Sige, takbo! Bilisan niyo!’’ Ang sigaw ni Eva sa kaniyang mga kaibigan.
Nang biglang matapilok si Anna. Sinubukan niyang muling tumakbo ngunit hindi na niya makukuha
ang pulang watawat.Siya pa naman ang nangunguna sa kanilang takbuhan. Napaiyak si Anna, talon na
siya.Ipinangako pa naman niya ito sa bunso niyang kapatid na si Celia.
Walong kamay ang sa kanya ay bumuhat.‘’Sama-sama nating kunin ang pulang watwat.’’ Ang sabi
ng kanyang mga kaibigan.’’
After the researcher read the selection orally, she asked Rosa set of
questions to determine if she understood the short text.The questions were
repeated to her at least four times for her to fully grasp and answer them
correctly. These are the answers of Rosa:
Table 1
QUESTIONS ROSA’S ANSWERS
1.Ano ang pamagat ng kwento? Pulang Watawat
(What is the title of the story?)
2.Sinu-sino ang mga tauhan sa Eva,Jacko,Barbie,Anna,Mark
kwento? (Who are the characters in
the story?)
3.Ano ang nais nilang makuha? (What Watawat. Pulang Watawat.
do they want to get?)
4.Ano ang nangyari kay Anna? (What Natapilok si Anna.
happened to Anna?)
5.Nakuha ba ni Anna ang pulang Hindi.
watawat? (Did Anna get the red flag?)
6.Ano ang ginawa ng mga kaibigan ni Inbuhat siya san mga kaibigan niya. (in
Anna?(What did Anna’s friends do?) bicol)
Rosa was able to answer the questions correctly but it took her more or less
than 15 minutes to answer them. However, she managed to answer the
questions correctly, only if the researcher herself read the text orally.
Table 2:
In this table, it is very much clear that Rosa doesn’t have any comprehension at
all when the text is in L2. So the researcher tried to rephrase the questions in the
simplest way as possible .But the result was still the same. Finally, the researcher
code switched the story and the questions.
The questions were also translated to Filipino.
Table 3:
In the 3rd reading session, the researcher now used questions cards – these are
set of cards that contain questions which are more likely to be answered by the
adults for they are covering the different aspects of life’s questions in terms of
mental,social,physical,emotional and spiritual aspects. This time, the question is
in English Language.
The researcher let the subject choose eight question cards to be answered. And
these are the questions that she had picked. Unfortunately, she wasn’t able to
understand again the content of the question even if the researcher rephrased
again the questions in a simplest way as possible it could be. Unfortunately, the
result was still the same.so the researcher translated the questions into Filipino.
.
Table 4:
DISCUSSION
INTERVENTION
Acquiring literacy skills is critical for all adults. Literacy can empower an
individual to be an active citizen in the democratic process, open up
educational and employment opportunities that can lead to economic stability
(e.g., deFur & Runnells, 2014), facilitate health and well- being (Taggart &
McKendry, 2009), create access to recreation and leisure activities, and
enhance self- confidence (van Kraayenoord, 1994). Acquiring even rudimentary
literacy skills can increase social interaction, leading to a greater sense of
belonging (e.g., Forts & Luckasson, 2011).
RECOMMENDATION
All of the studies documented in this case study may have been improved
by the future researchers in terms of varying interventions, demonstrating what
illiterate adults’ needs that they may acquire new literacy skills well into
adulthood. And the art of questioning using the L2 must be enhanced too.
These findings support claims of researchers and practitioners who have long
advocated that literacy instruction for this group should continue beyond formal
age (e.g., Moni et al., 2011).
These illustrations can be examples of interventions too that may use for future
research.
REFERENCES:
www.foundationalalphabetisation.org
.www.nap.edu.read
van Kraayenoord, C.E. (1994). Literacy for adults with an intellectual disability in
Australia. Journal of Reading, 37(7), 608–610