Page 59 - GS_Journal_2015

Urdaneta City University

student factor, instructional materials / facilities and stakeholders support. 3) the respondent
teachers extent of problems encountered in the use of Mother Tongue is not affected by the
profile variables except age and 4) the highest educational qualification of the respondent
teachers is associated to the problems encountered in the use of Mother Tongue.
On the basis of salient the findings of this study and the conclusions drawn the
following are hereby recommended 1) concerned teachers should upgrade their professional
growth by pursuing their graduate and post graduate studies and should undergo professional
enhancement through trainings and seminar-workshops 2) the kindergarten teachers should
always aim for excellence in the delivery of instruction particularly in the use of the Mother
Tongue by addressing their problems along teacher factor, student factor, instructional materials
/ physical facilities and stakeholders support by being innovative adaptive and transformative 3)
sufficient and relevant instructional materials in the Mother Tongue should be given to schools
in order to facilitate good instruction in the classroom 4) stakeholders should be encouraged
to extend their full support in the educational system through adopt-a-school program and
further research maybe conducted to determine other problems in the mother tongue using
other variables and in a wider scope.

DEVELOPMENT AND VALIDATION OF INSTRUCTIONAL MATERIALS IN
READING READINESS FOR CHILDREN WITH AUTISM
MARIFE F. DE GUZMAN

This study is concerned with the development and validation of instructional materials in
Reading Readiness for children with autism of Tomana Elementary School SPED Center, Rosales
District I, Pangasinan Division II, S.Y. 2014-2015.
The design of the proposed instructional materials in Reading Readiness was based on
the status of existing instructional materials used in the classroom for children with autism and
the problems encountered by the SPED teachers in teaching children with autism.
Topics included in the proposed instructional materials were aligned with the objectives
in PELC for children with autism. Lessons in the instructional materials were presented as follows
objectives, content, illustration/examples and evaluative exercises. The proposed instructional
materials was validated and reviewed by the teachers who are experts in SPED program
particularly in autism.
The tools for data analysis were frequency counts, percentage and mean.
The findings indicate that 1) the status of the existing instructional materials in Reading
Readiness for children with autism is moderately adequate in terms of adequacy. However, in
terms of suitability and relevance, they were found to be highly suitable and very relevant 2)
the most pressing problem encountered by the SPED teachers in the use of existing materials
in reading readiness for children with autism is the inadequacy of instructional materials 3)
instructional materials in reading readiness for children with autism was proposed to address

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