Emergent Literacy Skills of Children with Special Learning Needs

This study explored the relationship between the emergent literacy skills of children with special learning needs and the intervention activities provided by SPED teachers in school and parents at home at Ozamiz City Central School – Special Education (SPED) Center for school year 2015-2016. This employed a descriptive-correlational research design, making use of a validated questionnaire, rubric, interview, class observation, and home visitation. The participants of the study were 31 children with special learning needs ages 6-13, three SPED teachers, and 18 parents. Findings of the study revealed that generally, the emergent literacy skills of children with special learning needs fall under the beginning level. Moreover, it was found that SPED teachers and parents frequently reinforce the emergent literacy skills of children with special learning needs in school and at home. However, further analysis revealed that there was no significant relationship between the level of emergent literacy skills of children with special needs and the intervention activities conducted in the school and at home literacy environment. Despite the high level of support provided by teachers and parents, emergent literacy skills remained undeveloped. Factors may include the low level of intellectual functioning, limitations in memory, misalignment of intervention activities, and their actual needs and lack of exposure to a print-rich environment.

Keywords: Emergent literacy skills, home literacy, school literacy, special learning needs, intervention