Therefore, the researchers have taught of using performance and product assessment tool to determine the level of language proficiency of students. This study aims to determine the effectiveness of the implementation of LAPG for Grade 3. The primary focus of different government in the Philippines and other countries is Education. Governments work hard to ensure that their colleges, universities and basic education centers continue to provide an instrument or tool that can make its citizens intellectually skilled and be able to contribute to the national economy (Hardcastle, 200). However, DepEd noted empirical studies like, the Lingua Franca Project and Lubuagan First Language Component Program, showing that learners learn to read more quickly in their first language. The study revealed that pupils who have learned to read and write in their first language learn faster to speak, read and write in a second language and third language than those who are taught in a second or third language first. In terms of cognitive development and its effects in other academic areas, pupils taught to read and write in their first language acquire such competencies more quickly (DepED, 2009).
The challenges of every educator for the new curriculum being implemented by the Department of Education contribute benefits to the learning of the pupils. It provides long term benefits like higher self-esteem, greater confidence and high aspirations for schooling and life (UNESCO, 2006).The mother tongue classrooms allow children to express themselves, contribute to discussions and develop their intellects as conversations are carried out in a familiar language. Instruction through a language that learners do not speak has been called submersion (Skutnabb-Kangas, 2000) because it is analogous to holding learners under water without teaching them how to swim. Mother tongue is an essential foun
dation for all learning and thus, it is important that all children use their mother tongue when they enter the school for the first time (Ricablanca, 204). This investigation aims to compare the listening and reading skills in LAPG; the levels of reading and listening skills of Grade 3 pupils and their academic performance in English, Filipino and MTB; Number of Learners in Each Level of Reading Proficiency; and the NAT and LAPG Results per Academic Year. Listening is the very first skill we expect students to exercise in the language classroom in order to measure students comprehension and attentiveness, and also to develop metacognitive knowledge through raising consciousness of listening (Mendelson, 9980). Listening is as an important component in the process of second language acquisition (Feyten, 99). Listeners must be able to discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intention, retain and interpret this within the larger socio-cultural context of the utterance (Wipf, 984). In the field of Language teaching, Reading is the most thoroughly and widely studied among the four language skills (Pardede, 200). To develop the pupils reading ability we should improve our reading lessons by implementing the best method and techniques provided by theories. There are two theories that can develop listening comprehension and can also explain the nature of learning to read. First is the bottom up processing or the traditional theory which focuses on the printed form of a text where they use linguistic knowledge to understand the meaning of a message. And the second is the metacognitive view theory or what we have known as Schema Theory which emphasizes the involvement of the readers thinking about what he is doing while reading that is based on the manipulation and control that the reader can have understanding a text.