Effectiveness of a Phonics-Based Reading Intervention in Improving the Beginning Reading Skills of Key Stage 1 Learners at Pedro Redondo Elementary School, Surigao del Sur Division: A Quasi-Experimental Study
DOI:
https://doi.org/10.5281/zenodo.20259462Keywords:
phonics-based reading intervention, beginning reading skills, letter-sound recognition, word decoding, oral reading fluency, reading comprehension, Key Stage 1 learners, CRLA, quasi-experimental studyAbstract
This study determined the effectiveness of a phonics-based reading intervention in improving the beginning reading skills of Key Stage 1 learners at Pedro Redondo Elementary School during the School Year 2025-2026. The study employed a quantitative one-group pretest-posttest quasi-experimental design. The respondents were Key Stage 1 learners who participated in structured phonics-based activities focused on letter-sound recognition, word decoding, oral reading fluency, and reading comprehension. The reading assessment was adapted from the Comprehensive Rapid Literacy Assessment (CRLA) framework, and data were analyzed using mean, standard deviation, mean gain, and paired-samples t-test. Results showed that the learners’ pretest performance was at the Developing level, with reading comprehension registering the lowest mean score. After the intervention, overall reading performance improved to the Proficient/Grade Ready level, particularly in letter-sound recognition, word decoding, and oral reading fluency. Paired comparison results revealed significant improvements across all components, with reading comprehension showing the greatest mean gain, followed by word decoding, oral reading fluency, and letter-sound recognition. The findings indicate that a phonicsbased reading intervention is an effective strategy for strengthening beginning reading skills among early-grade learners. However, reading comprehension remained at the Developing level, suggesting the need for continued comprehension-focused support. The study recommends the implementation of Project PHONICS-PLUS as a sustained school-based reading enhancement program.
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