*Charlotte L. Madera, Jeanvyrlie E. Celeste, Honey Jean S. Tillo, Carina Jean P. Cabalan, Rhea L. Bag-ao, and Ron Gay Marie P.Cabalan (Authors)

Abstract

through interactive reading-based   intervention strategy,” aims to enhance the reading ability of five Grade three indigenous learners at Mahayahay Elementary School, who have been identified as having low reading abilities as they encounter difficulty in identifying letters in the alphabet which in turn affects their ability to recognize corresponding sounds, and reading one, two and three-syllable words.  Interactive Reading- Based activities are employed for three weeks. Activities included Alphabet Hopscotch, Letter Sound Relay, CV Wheel, and Syllable Tap Game. Pre- and postintervention reading ability were conducted using observation sheets and scoring rubrics. The researchers then computed the mean of the ratings on the indicators under study. It was concluded that the findings of this study showed improvement in the reading abilities of the said learners who faced difficulties in identifying letters and their corresponding sounds, and in reading multi-syllabic words.

Keywords: indigenous learners, interactive reading- based activities, reading ability

DOI: https://doi.org/10.69651/PIJHSS0403282

Recommended citation

Madera, C. L., Celeste, J. E., Tillo, H. J. S., Cabalan, C. J. P., Bag-ao, R. L., & Cabalan, R. G. M. P. (2025). Improving reading ability of Grade Three Indigenous People’s (IP) learners through interactive reading-based intervention strategy. Pantao: International Journal of the Humanities and Social Sciences, 4(3), 3270–3280. https://doi.org/10.69651/PIJHSS0403282

Read the full text

References

Abad, D. J. V. (2020, November 30). Designing a contextualized and culture-based reading material for indigenous learners. https://archives.palarch.nl/index.php/jae/article/view/1024

Anwer, F. (2019, May 21). Activity-based teaching, student motivation and academic achievement. ERIC Institute of Education Sciences. https://files.eric.ed.gov/fulltext/EJ1216784.pdf

Azuddin, K., Punusamy, V., Fadzleen, W. N., & Zaheer, Z. U. R. (2020). Improving pupils’ recognition of letters and its corresponding sounds using HVAM flash cards. ResearchGate. https://www.researchgate.net/publication/342040166_IMPROVING_PUPILS’_RECOGNITION_OF_LETTERS_AND_ITS_CORRESPONDING_SOUNDS_USING_HVAM_FLASH_CARDS

Binaoui, A., Moubtassime, M., &Belfakir, L. (2023). The impact and effectiveness of the syllable-based reading approach on Moroccan pupils’ reading competency. International Journal of Modern Education and Computer Science, 15(2), 26–39. https://doi.org/10.5815/ijmecs.2023.02.03

Cabug, V. M. E., &Hatague, K. V. (2023). Play-based learning: Intervention in improving letter sound recognition of kindergarten learners. Cognizance Journal, 3(8), 1074–1086. https://doi.org/10.47760/cognizance.2023.v03i08.030

Çetinkaya, F. Ç., Ateş, S., &Yıldırım, K. (2019). Effects of interactive book reading activities on improvement of elementary school students’ reading ability. International Journal of Progressive Education, 15(3), 180–193. https://doi.org/10.29329/ijpe.2019.193.13

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. https://doi.org/10.1037/0012-1649.33.6.934

Double, K. S., McGrane, J. A., Stiff, J. C., &Hopfenbeck, T. N. (2019). The importance of early phonics improvements for predicting later reading comprehension. British Educational Research Journal, 45(6), 1220–1234. https://doi.org/10.1002/berj.3559

Hatiningsih, N., &Adriyati, P. (2019). Implementing flashcard to improve the early reading skill. Proceedings of the 4th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2018). https://doi.org/10.2991/acpch-18.2019.71

Kilpatrick, D. A. (2013). Equipped for reading success: A comprehensive, step-by-step program for developing phoneme awareness and fluent word recognition. Casey & Kirsch Publishers.

Lambonao, I. (2023). Effectiveness of syllable-based reading materials in improving the word recognition of kindergarten learners. International Journal of Advanced Multidisciplinary Studies, 3(6). https://www.ijamsbbp.net/wp-content/uploads/2023/07/1-IJAMS-JUNE-2023-256-271.pdf

Maslahat, F. A. (2023, June 30). The effectiveness of interactive approach reading skill. Maslahat | Journal of English Language and Education. https://jele.or.id/index.php/jele/article/view/395/182

Misda. (2021). The implementation of interactive approach in teaching reading at the eight grade students of SMPN 8 Palopo [State Islamic Institute of Palopo]. http://repository.iainpalopo.ac.id/id/eprint/3750/

Müller, B., Richter, T., &Karageorgos, P. (2020). Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2. Learning and Instruction, 66, 101304. https://doi.org/10.1016/j.learninstruc.2020.101304

Olao, O. B. (2016). “Powdered egg shells” as a versatile instructional aid in teaching kindergarten pupils on letter cognition: A multisensory approach to teaching. International Journal of Advanced Research in Management and Social Sciences, 5(12), 253–266.

Rahmawaty, S. N., Karsidi, R., &Yuwono, J. (2023). An implementation of the syllabic method in reading learning at elementary school. In Advances in Social Science, Education and Humanities Research (pp. 1233–1241). https://doi.org/10.2991/978-2-38476-1142_114

Rasinski, T. V. (2017). Readers who struggle: Why many struggle and a modest proposal for improving their reading. The Reading Teacher, 70(5), 519–524. https://doi.org/10.1002/trtr.1533

Samat, A. (2020). The effectiveness of multimedia learning in enhancing reading comprehension among indigenous pupils. Arab World English Journal, 11(2), 290–302. https://dx.doi.org/10.24093/awej/vol11no2.20

Shkvyr, O., Haidamashko, I., &Tafintseva, S. (2020). Developing critical thinking in younger pupils using ICT. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 11(2), 230–242. https://doi.org/10.18662/brain/11.2/85

Schultz, M. (2015). Literacy strategies for increasing a kindergartener’s letter identification and letter sound recognition: A self-study [Unpublished master’s thesis]. http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1582&context=ehd_theses

Suggate, S. P. (2014). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77–96. https://doi.org/10.1177/0022219414528540

Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243–250.