ABSTRACT
The main purpose of this study was to determine the effectiveness of phonics-based reinforcement sessions in improving the reading skills of the Grade 5 pupils in English of Seguinon Elementary School in the Division of Leyte. The findings of the study were the basis for the proposed intervention plan. This study employed a quasi-experimental research design to determine the effectiveness of Phonics-Based Reinforcement Sessions in improving the reading skills of Grade 5 pupils in English. Specifically, the study used the pre-test–post-test non-equivalent group design. Two groups of Grade 5 pupils were involved: one group received traditional reading instruction (control group), while the other group was taught using Phonics-Based Reinforcement Sessions (experimental group). Both groups underwent a pre-test to assess their baseline reading skills prior to the intervention. After the implementation of the instructional method over a month or four weeks, both groups took a post-test to determine any improvements in their reading skills. The study focused on key components of reading, including phonemic awareness, word recognition, decoding skills, reading fluency, and comprehension. The scores from the pre- and post-tests were analyzed to determine if there was a statistically significant improvement in the experimental group compared to the control group. The Test of Difference Between the Pre-Test and Post-Test Scores of Learners, which compares the reading performance of Grade 5 pupils in both the experimental and control groups before and after the implementation of the Phonics-Based Reinforcement Sessions. It shows the mean scores, computed and critical t-values, decisions on the null hypothesis, and the corresponding interpretations. The table aims to determine whether the phonics-based intervention produced a statistically significant improvement in the learners’ reading performance compared to traditional instruction. As reflected in the table, the experimental group demonstrated a marked improvement in their reading performance after the intervention. The mean score of the experimental group increased considerably from the pre-test to the post-test, and the computed t-value was higher than the critical t-value, leading to the rejection of the null hypothesis. This indicates that the Phonics-Based Reinforcement Sessions significantly enhanced the learners’ reading skills. Conversely, the control group, which received traditional instruction, showed only a slight increase in mean scores, with the computed t-value lower than the critical value, resulting in the acceptance of the null hypothesis. This suggests that the improvement in the control group’s performance was not statistically significant. Furthermore, when comparing the post-test scores of both groups, the experimental group outperformed the control group, as evidenced by a computed t-value that exceeded the critical t-value. This finding confirms that the phonics-based intervention was more effective in improving reading performance than the traditional approach. The intervention group’s substantial gain indicates that the systematic and explicit teaching of phonics, focusing on sound-letter relationships and decoding practice, contributed to their improved fluency, accuracy, and comprehension skills. The results imply that the Phonics-Based Reinforcement Sessions had a significant positive effect on learners’ reading performance. The overall average results imply that the intervention effectively developed essential reading competencies among learners. The result implies that explicit phonics instruction enhanced word recognition, decoding ability, and comprehension, proving it to be a more effective method than traditional reading instruction in addressing learners’ reading difficulties.
Keywords: Effectiveness, Phonics-based Reinforcement Sessions, Reading Skills, Grade 5 Learners
INTRODUCTION
Reading is a foundational skill that plays a crucial role in the academic success of learners. In early education, children are expected to "learn to read" during their initial years, but as they progress to Grade 5, they are expected to "read to learn." However, despite various efforts by the Department of Education and classroom teachers, many Grade 5 pupils continue to struggle with reading, particularly in English, which is considered their second language.
Phonics-based instruction is a teaching approach that emphasizes the relationship between sounds (phonemes) and their corresponding letters or groups of letters (graphemes). This method helps beginning readers decode unfamiliar words by sounding them out—a critical skill in developing reading fluency and comprehension. The researchers believe that incorporating a systematic phonics-based instruction in early grade classrooms can significantly enhance the reading skills of struggling learners, especially in English.
According to Ehri (2014), systematic phonics instruction has been shown to be more effective than non-phonics or whole-language approaches in developing reading skills. Her research indicates that children who received explicit phonics instruction performed better in word recognition, spelling, and reading comprehension. Ehri emphasized that early exposure to phonics-based instruction plays a vital role in accelerating children's literacy development, particularly for those who are at risk of reading failure.
Given this, the present study aims to assess the effectiveness of phonics-based instruction in improving the reading skills of Grade 5 pupils in English. The findings of this research may provide valuable insights to teachers, school administrators, and policymakers in adopting and sustaining phonics-based reading programs that could bridge the gap in reading achievement among primary learners.
The researcher personally seen how difficult it is for some Grade 5 learners to read fluently, decode words correctly, or understand even short reading passages. This personal experience pushed her to investigate whether these struggles were isolated or widespread. After being exposed to data from Seguinon Elementary School—particularly the pre-Phil-IRI results—it became clear to me that a significant number of learners, including those in Grade 5, are still performing at frustration level. She believes that fluency and comprehension cannot be mastered without first ensuring that pupils can accurately read the words in front of them.
This research addresses a pressing need at Seguinon Elementary School. Based on the 2022–2023 Pre-Phil-IRI assessment, 68.12% of Grade 5 pupils were classified under the frustration level, and only 4.35% were at the instructional level. These numbers clearly show a literacy gap that requires immediate intervention. This study aligns with national goals, such as DepEd’s Learning Recovery and Continuity Plan (2023), which urges schools to implement effective reading interventions post-pandemic.
This topic also supports the MATATAG Curriculum's push to strengthen foundational literacy skills. It acknowledges that while phonics is often introduced in early grades, some pupils do not retain these skills without regular reinforcement. Additionally, Seguinon Elementary School serves a rural community where learners' socioeconomic backgrounds—many are children of farmers and laborers—may limit their exposure to books and reading practice outside of school. As noted in the school’s SIP, some children even skip school to help earn a living. It is crucial for the school to offer structured support like phonics reinforcement that can be realistically delivered within school hours and with available materials.
Given the increasing number of intermediate learners who continue to struggle with basic reading skills, this research is timely and necessary. Implementing this study provides an opportunity to validate the effectiveness of phonics-based instruction as a remedial approach for Grade 5 pupils who have yet to master foundational reading competencies. It challenges the assumption that phonics is only for beginning readers and highlights its potential as a strategic intervention even at the upper elementary level. The results of this research can guide schools in adopting evidence-based reading programs, provide teachers with targeted instructional tools, and most importantly, help bridge the reading gap that persists among learners, ultimately supporting their academic success across all subjects.
The main purpose of this study was to determine the effectiveness of phonics-based reinforcement sessions in improving the reading skills of the Grade 5 pupils in English of Seguinon Elementary School in the Division of Leyte. The findings of the study were the basis for the proposed intervention plan.
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