A Blended Phonics and Play-Based Literacy Intervention: Effects on Reading Fluency and Comprehension Among Key Stage 1 Learners
DOI:
https://doi.org/10.65339/ijsair.V2.I2.386Keywords:
Blended Phonics, Comprehensive Rapid Literacy Assessment, Grade Three Learners, Modified English Literacy Assessment, Pamilacan Elementary School, Play-Based Literacy, Reading Comprehension, Reading FluencyAbstract
This study evaluated the effectiveness of a blended phonics and play-based literacy intervention on reading fluency and comprehension among Key Stage 1 Grade three learners at Pamilacan Elementary School during the school year 2025–2026. Specifically, it examined differences in reading performance between learners exposed to the blended intervention and those taught through traditional reading instruction, while also proposing an action plan for classroom or remedial implementation. A pre-test–post-test quasi-experimental design was employed, involving twenty-five Grade three learners divided into two groups: twelve in the control group and thirteen in the experimental group. The Modified English Literacy Assessment (MELA) was administered to both groups, and data were analyzed using mean scores, t-tests, and z-tests. Findings revealed that the control group achieved moderately satisfactory performance in the pre-test, while the experimental group showed needs improvement. In the post-test, both groups attained satisfactory results, though the experimental group scored slightly higher (88.38) than the control group (87.17), with a mean difference of 1.21 points. Statistical analysis confirmed a significant difference favoring the blended phonics and play-based intervention. Positive feedback from learners, teachers, and parents further supported its effectiveness in enhancing reading fluency and comprehension. The study concludes that the blended approach is more effective than traditional instruction and recommends its integration into literacy teaching and remediation. A proposed action plan is offered to guide teachers in applying this strategy, while future research is encouraged to validate and strengthen these findings.
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