ADDRESSING THE MIRROR WRITING OF KINDERGARTEN LEARNERS

OF APOKON ELEMENTARY SCHOOL THROUGH ‘DO AND TRACE’

STRATEGIC APPROACH

How can ‘Do and Trace’ strategic approach help in addressing the
mirror writing of the kindergarten learners in
Apokon Elementary School? Perting E. Soga
Project Proponent
DEL ROSARIO, LEONIE D.
Perting.Soga@usep.edu.ph
CATAYTAY, HONEYLYN V.
ESPINA, MILO JANE D.
CABRA, CYNTHIA E.
The Researchers
Mirror writing is an unusual script in which the writing runs in the opposite direction
to normal. According to Orton (1925) as cited by Lachmann (2001) a remarkable
capability for mirror writing sometimes surpassing the performance in reading in
normal orientation. Thus, this action research aims to aid the mirror writing problem
of the kindergarten learners in Apokon Elementary School for the school year 2018-
2019. This research used qualitative triangular method wherein it uses more than one
method to collect data on the same topic. By the conducted interview and multiple
observations, the researchers were able to identify those learners who associates
mirror writing. During the conduct of the intervention, the researchers implemented
‘Do and Trace’ approach. There were five sessions in conducting the intervention and
in each session the researchers prepared drills and activity sheets which helps
develop learners writing skills. The result shows that ‘Do and Trace Approach’ is an
effective strategy to aid the mirror writing problem. However, ample time is needed
to determine its effect.

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 Mirror writing is defined as the production of individual letter or number
in reversed form such that they become easily read when viewed with a mirror.
Mirror writing refers to the construction wherein at times a child can form
exactly reverse character image of an alphabet, a number or even whole words
and sentences (Della Salla & Cubelli 2009).

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 The researchers were concerned as mirror writing can adversely affect the
overall academic performance of the subjects. Hence, they aimed to provide
intervention to address the said problem.

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This study would be a great help to the following individuals:

 Students

 Teachers

 Parents

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 The researchers aimed to aid the mirror writing problem of some
learners. Specifically, this study sought to answer the question below:

1. How can ‘Do and Trace’ strategic approach help in addressing the mirror
writing of the Kindergarten learners in Apokon Elementary School?

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 This study only focused on convention of writing more specifically
mirror writing also known as reversal writing. This research is conducted to
determine the effective strategy to make students’ way of writing improves.

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 This study is gleaned through the concept of Montessori (1912).
According to Montessori (1967), learning styles of children are visual, or
learning through seeing, auditory, or learning by listening; and tactile-
kinesthetic, or learning by doing, moving, and touching.

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• Qualitative Triangular Method

 Interview
 Observation
 Checklist

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  Apokon Elementary School, Apokon, Tagum City, Davao del Norte

 three (3) Kindergarten learners of section Kalapati

 aged six (6) years old
 all females

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 In gathering the data, the researchers conducted an interview with the
teacher and observations from the students.
The instrument used to observe and monitor the targets subject was
checklist – to gather information from the students, strategies and techniques
implemented before and after the session and make judgment about what the
students know and can able to do in relation to the outcome. This would tell
whether the strategies and techniques used were effective or not.

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 This part presents the gathered data from the student’s results including
before and after the implementation of the strategies. This includes checklist
from pre-conduct and post-conduct of the strategies.

The checklist used was made by the researchers in accordance with the
DepEd Kindergarten Curriculum Guide of 2016.

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 DIAGNOSIS

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 Table 1: The observation checklist gathered
before the conduct of the interventions.

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 According to the data gathered from learners’
performance through the use of checklist, most of the selected
learners’ it shown that they are having difficulties in correctly
writing and tracing the forms of letters and numbers, even
when they are spelling out their name, they are also having
some trouble in recognizing upper and lowercase of letters and
putting space between words.

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 RECOMMENDATION

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 RECOMMENDATION

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RESULT/BEFORE INTERVENTION

Therefore, we decided to conduct and implement the

‘Do and Trace Strategic’ Approach to address the learners’
problem.

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 Table 2: Shows another observation checklist
gathered during the conduct of the four (4)
session interventions.

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 The gathered results from the checklist shown that after
the four (4) sessions, the students were gently improving to
their performance skills in which they can now able to do the
basic skills in writing. They were able to trace and write forms of
numbers and letters, spelled their name correctly and neatly,
distinguished what is small and big letters, can used the variety
tools according to its usage and know the use the space
between words in writing.

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 RECOMMENDATION

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 RECOMMENDATION

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RESULT/ DURING INTERVENTION

The gathered data demonstrates the continuous improvement

of the students in writing skills in which they can write the correct
forms of letters and numbers by the help of our ‘Do and Trace’
approach that supplement students’ problem and difficulties in
mirror writing.

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 Table 3: Shows another observation checklist
gathered after the conduct of the last session
interventions.

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 The gathered results from the checklist shows that after
the five (5) sessions of the intervention the learner
performs all the criteria in the checklist. The learners
writing performance were improved and they were able
to write numbers and letters correctly without tracing
guide.

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 RECOMMENDATION

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 RECOMMENDATION

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 RESULT/ AFTER INTERVENTION
As a result in implementing our intervention, we observed that
there is a development of the students in which they can write the
correct forms of letters and numbers by the help of our “Do and
Trace” approach. Throughout the five sessions of intervention the
learners shows willingness to learn and they actively participate in
the drills and worksheets given that’s why progress is evident in
their writing performance.

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 RECOMMENDATION
Through the findings of the study, the researchers recommend the following:

• To use the ‘Do and Trace’ approach that helps improve the writing skills of
the students.

• The ‘Do and Trace’ approach really requires patience from the teacher.

• To consider the approach in correcting the mirror writing problem of the

learners. However, ample time is needed to determine its effect.

• Researchers suggest that the intervention must be done continuously by

the teacher to better monitor the students’ progress.

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