HomeArellano University Graduate School Journalvol. 12 no. 1 (2015)


Cora S. Napiñas

Discipline: Education



The study determined the zone of the reading readiness development of 25 preschoolers in a public elementary school in Manila. It employed Quasi-Experimental One Group Time Series Design. The time series lasted for four weeks with one reading skill being developed for each week. The first week was focused on letter recognition developing children’s visual skill, the second week was on sound recognition developing their auditory skill, the third week was on letter-sound recognition developing their visual-auditory discrimination and the fourth week was on blending the sounds of letters for them to be able to read a Consonant-Vowel-Consonant word pattern. Teacher made tests which were content validated by preschool master teachers and supervisors were used. The results show that there is a significant difference in the grand pre and post tests and in the pre and post tests in the time series. It means that there is a significant improvement in the zoning level of reading readiness when scaffolding is utilized. Furthermore, Vygotsky’s Zone of Proximal Development is achieved through scaffolding as children moved from one zone to the next, attaining their potential development from their actual development, thus closing the gap in ZPD.