Author
Cristita E. Bautista*
Northeastern College, Santiago City, Isabela, Philippines
Abstract
Reading development in the early grades is essential for building learners’ academic success and lifelong learning skills. However, despite the widespread implementation of reading programs, many Grade 1 pupils continue to experience difficulties in reading fluency and comprehension, particularly in bridging decoding skills and understanding. This study examined the impact of phonics instruction on the reading fluency and comprehension of Grade 1 pupils in the elementary schools of Legislative District 5, Isabela. A descriptive-correlational research design was employed, involving 80 respondents composed of school heads and teachers. Data were collected using a validated questionnaire and analyzed using descriptive statistics and Pearson correlation. Findings revealed that phonics instruction was implemented at a very high level. Pupils demonstrated high reading fluency and comprehension, with accuracy as the strongest component, while speed and expression remained moderate. Significant relationships were found between phonics instruction and reading fluency, and between fluency and comprehension. The study highlights the importance of phonics instruction in strengthening foundational literacy skills.
Keywords: Phonics instruction, reading fluency, reading comprehension, Grade 1 pupils, literacy development, descriptive-correlational design.
*Corresponding author/ Email: cristita.bautista001@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502921
Recommended citation:
Bautista, C. E. (2026). The impact of phonics instruction on reading fluency and comprehension of Grade 1 pupils in the elementary schools of Legislative District 5, Isabela. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 520-527. http://doi.org/10.69651/PIJHSS0502921
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