Name: Kiara Maureen Zyra L.

Gunhuran Course BEED-3

Subject: MTB-MLE Date: 2/6/2024

The Fourteen Domains of Literacy in the Philippine MTB-MLE Curriculum

The MTB-MLE curriculum in the Philippine K-12-Basic Education Program comprises fourteen
domains of literacy.

1. Oral language-is about talking and listening. Referrers to one’s knowledge and use of the
structure, meanings, and uses of language in oral communication.
 It's super important for young kids in school because it helps them communicate their
thoughts and feelings. In a friendly classroom, teachers create a welcoming space where kids
feel comfortable expressing themselves freely.
Roskos et.al (2009) present an expanded notion of oral language with five primary areas
a. Semantics: developing meanings for the words children hear and say in their conversation
with other.
b. Syntax (Grammar): Learning the rules of how words are linked together
c. Morphology: Figuring out how to manifest the smallest units of meaning in the language
called morphemes.
d. Phonology: Understanding the sound structure of language. From birth onward or even before
childbirth, children learn all the sounds or phonemes of their language
e. Pragmatics: Understanding the social uses of language and basic social rules like saying
"hello" and "goodbye", saying "please" and "thank you", and taking turns in a conversation.

Therefore it is important to remember that as children gain confidence and competence in

communicating with each other, they should be provided with stimulating and varied experi ences to
help them with their print experience at the starting line of learning reading and writing skills and
strategies

2. Phonological Awareness-This refers to the ability to know the phonological or sound

structure of language as distinct from its meaning.

There are also four types of phonological awareness

 Word awareness
 Syllable awareness
 Rhyme awareness
 Phoneme awareness.

Phonemic awareness is the understanding that spoken words or syllables can be thought of a sequence
of phonomes.

"Phonemic awareness is the main predictor of whether or not a child will learn to read at the expected
age", (Christina and Lynch 2000)
 3. Book and Print Knowledge- is the ability to understand that print is made up pf letters, that
letters correspond to sound and words as that text is read from left to right across the page.

4. Alphabet Knowledge-It is the ability to know the letters of the alphabet and the understanding
that the alphabet represents the sounds of spoken languages.
 Refers to the understanding that the left-to-right spelling of printed works represents their
phoneme from first to lasts.

5. Phonics and word recognition-are essential skills for beginning readers to identify written
words either by sight or by decoding the relationship between speech sounds and letters.
 Emergent and beginning readers are expected to understand the system of matching the
sounds we speak with printed letters that are used for reading and writing.

6. Vocabulary development-refers to the knowledge of words and their meanings in both oral
and print representations

Vocabulary is organized into two large types:

 Expressive vocabulary-those words children can use to express themselves in oral or

written form.
 Receptive vocabulary those words children can understand when heard in context or
read. Roskos et al (2009)

In primary grades, learning what words mean and how to use them is vital undertaking. Words help
children read, learn, and understand their word. Thus, the larger and richer vocabularies children have,
the better they are able to learn and do. Many have said, “Build the word and build the world!”

7. Spelling- Early or beginning readers and writers should be able to convert oral language
sounds into printed language symbols.
 Children have to make the mental connection that the visual symbol of letters and spelling
represent distinct sounds. Spelling-sound pattern in Filipino languages are easy to but in
English, irregularities between sound and letters are very evident.