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The effect of alphabet glo-blocks on the letter identification skills of children with mild mental retardation in a special education school in Cebu City.


Jael E. Aguirre,
Jo Anne M. Bacalso,
May P. Codilla,
Katherine T. Espina,
Abigail B. Yap,
Shimae C. Muertigue,
Lia Carmel Cervantes

Related Institution

College of Rehabilitative Sciences - Department of Occupational Therapy - Cebu Doctors' University

Publication Information

Publication Type
Thesis Degree
Occupational Therapy
Publication Date
March 2004


Objective: This study determined the effect of the Alphabet Glo-Blocks on the letter identification skills of children with mild mental retardation in a special education school in Cebu City.  

Design: This study employed a quasi-experimental design.

Setting: This study was conducted at the Sunshine Center for Special Children in Cebu City.

Study Participants: A total of eight children with mild mental retardation, belonging to either sex, who met the inclusion criteria participated in this study.

Procedures: Before treatment, the researchers performed the pre-test evaluation, to obtain the letter identification scores using flashcards. The scores were documented in a record sheet and the results were averaged accordingly. After the pretest evaluation, the researchers introduced the Alphabet Glo-Blocks to the experimental group and the ordinary alphabet blocks to the control group. The treatment lasted up to forty-five minutes per session for each participant. After each treatment session, the researchers performed and recorded a posttest evaluation, which was similar to what was given during the pre-test. All of the scores were then averaged and tabulated accordingly. The pre-test and the final posttest median scores were used to determine the significance of the median change. These too, were calculated and tabulated accordingly.

Research Instruments: The study utilized two research instruments, namely the flash cards, which were used for the pre-test and the posttest; and the record sheets, which were used to tabulated the pre-test and posttest scores of each group.

Results: The median pre-test letter identification score of the control group was 7 and in the experimental group, 12. The median post-test score were 6.5 in the control group and 16.5 in the experimental group. Using the Wilcoxon Signed-Rank test, the median change of 1.0 in the control group yielded a z-value of 1.82 with an associated p-value of 0.144. The median change of 3.5 in the experimental group had a computed z-value of 1.82 with and associated p-value of 0.068. Both results indicated no significant median changes in both groups. The Mann-Whitney test result showed the computed U-value of 3.5 with an associated p-value of 0.1939 indicating a significant difference between the median changes of both groups.

Conclusion: The Alphabet Glo-Blocks Modality caused no significant increase in the letter of identification skills of children with mild mental retardation.


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LocationLocation CodeAvailable FormatAvailability
Cebu Doctors' University - Main Library U6 Ef36ag Fulltext Print Format

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