INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY: APPLIED

BUSINESS AND EDUCATION RESEARCH

2024, Vol. 5, No. 3, 829 – 837
http://dx.doi.org/10.11594/ijmaber.05.03.08

Research Article

Early Language Reading Interventions and Reading Skills of Elementary

Grade One Pupils in Zambales, Philippines

Jennifer R. Mejala*

Department of Education, San Miguel, San Antonio, Zambales

Article history: ABSTRACT

Submission February 2024
Revised March 2024 Learning to read and write is crucial in child’s development during en-
Accepted March 2024 tering formal schooling in grade one. These skills are identified to as
language and literacy skills. It also predicts the child’s success later in
*Corresponding author: school as well as in life. Reading and writing were both encompassed in
E-mail: early language literacy which are the foundation skills of a child and it
[email protected] develops as the child grows. This study aimed to determine the effects
of the reading intervention strategies used by grade one teachers on the
reading performance of grade one pupils in terms of word recognition,
reading speed and reading comprehension. The participants in this
study were the 23 grade one teachers coming from the 11 schools of the
San Antonio District. Findings of the study came up with the following
conclusions: Typical teachers of Grade I in San Antonio always use read-
ing intervention strategies in terms of oral language, alphabet
knowledge and word recognition, and often use strategies for phono-
logical awareness, fluency and comprehension. The teachers used vari-
ous activities exclusively for word recognition, fluency and reading
comprehension. The learners have a high level of word recognition
skills, are fast readers and with an instructional level of comprehension.
A positive linear relationship exists between the reading intervention
strategies and the learners' level of reading skills. After the investiga-
tion on the relationship between the reading intervention strategies
and learner’s reading skills, the researcher recommends the following
actions.

Keywords: Early language reading interventions, Reading skills

Introduction identified to as language and literacy skills. It

Learning to read and write is crucial in also predicts the child’s success later in school
child’s development during entering formal as well as in life. Reading and writing were both
schooling in grade one. These skills are encompassed in early language literacy which

How to cite:
Mejala, J. R. (2024). Early Language Reading Interventions and Reading Skills of Elementary Grade One Pupils in
Zambales, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research. 5(3), 829 –
837. doi: 10.11594/ijmaber.05.03.08
 JR Mejala, 2024 / Early Language Reading Interventions and Reading Skills of Elementary Grade One Pupils in Zambales, Philippines

are the foundation skills of a child and it devel- Methods

ops as the child grows. These skills were not ac- Research Design
quired naturally, however, they can be ac- The research design to be used in this study
quired through careful instruction of an adult will be qualitative and descriptive survey de-
which includes parents, teachers, and peers sign with document analysis. Furthermore, this
that will help them achieve language and liter- study aims to identify the reading intervention
acy development. The most crucial develop- strategies which are being used by grade one
ment of language and literacy is from birth up teachers and their effects on the reading per-
to the age of 8, it is identified to be included in formance of grade one pupils in terms of word
Kindergarten – Grade 3 (K-3) in the school set- recognition, reading speed, and reading com-
ting which literally determined as primary prehension. The documentary analysis will also
grades that develops the foundation of skills of be used in the study, whereas the researcher
a child. retrieved final grades of pupil-respondents in
According to The Programme for Interna- subjects: MTB-MLE and Mathematics during
tional Student Assessment’s (PISA), assess- the school year 2019 – 2020 that will support
ment conducted in Reading, Mathematics and the reading comprehension skills of pupil-re-
Science in 2018 wherein the cumulative out- spondents that can be used as reference to this
comes of education and learning at a point at study.
which most children are still enrolled in formal
education, the age of 15. Most countries as- Respondents
sessed between 4000 and 8000 students. Stu- The participants of this study, presented in
dents selected to sit the PISA assessment re- Table 1, were all grade one teachers of San An-
ceived sampling weight so as to represent the tonio district composing all eleven public
entire PISA – eligible cohort. Among the 78 schools in the municipality of San Antonio,
countries assessed by PISA, it turned out that Zambales during the school, year 2019 - 2020.
Philippines rank 77th in mean scores in Read-
ing, Science and Mathematics. The aim with Sampling Technique
PISA was not to create another top-down ac- The total number of participants in this
countability, but to help schools and policy study was 23 grade one teachers. Each teacher
makers shift from looking outward to the next randomly chose ten pupil-respondents from its
teacher, the next school, the next country. In es- class to complete the 230 grade one pupil-re-
sence, the PISA counts what counts, and makes spondents. Reading levels of grade one pupils
that information available to educators and will be gathered through survey questionnaire
policy makers so they can make more informed and the retrieval of final grade in MTB-MLE and
decision. Mathematics subjects during the school year
Duff and Tomblin (2018) stated that learn- 2019 – 2020.
ing to read also requires several skills. Early in
reading development, children need to recog- Instrument
nize letters, be aware of and able to manipulate The primary data gathering instrument to
sounds within words, and use conventions be used in this study will be a four- part ques-
about the relationship between letters and tionnaire developed by the researcher and val-
their pronunciation. Children may enter school idated by the adviser for proofreading before
with poor skills in listening, speaking and/or submitting to the panel of examiners. Once ap-
phonological processing. These are the reasons proved, it will be administered to 23 teacher-
why this study on the reading intervention respondents. The data gathering instrument
strategies used by grade one teachers in teach- has four parts.
ing language literacy and the reading skills of
the Grade One Pupils was conducted.

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 JR Mejala, 2024 / Early Language Reading Interventions and Reading Skills of Elementary Grade One Pupils in Zambales, Philippines

Results and Discussion game (3.52) that are all qualitatively inter-
Early Reading Intervention Strategies Used preted as always. They Sometimes (2.30) use
by Teachers Mr. and Ms. Q &A and Often use mimicking
Early learners need to understand why peo- (3.26), speaking loudly (3.35), question a day
ple read and write in order to be motivated to game (3.04), song/poem recitation (3.39) and
excel in their own literacy development. Teach- roleplaying (3.13). Developing oral language
ers utilize reading intervention activities and means developing skills of early learners that
strategies that help struggling readers develop go into listening and speaking.
their ability to read like phonological aware- Alphabet Knowledge. This is the ability to
ness, oral language, alphabet knowledge, word recognize, name, and sound out all the upper-
recognition, fluency, and reading comprehen- case and lowercase letters of the alphabet. The
sion. Table 3 presents the mean analysis on the teachers Always (3.61) utilize this strategy for
frequency of early reading intervention strate- early reading intervention. Particularly, they
gies applied by teachers as summarized from Always use naming letter (4.00), singing the al-
Appendix D which shows the use of the reading phabet (3.70), letter hunt (3.52), letter match-
intervention activities. ing (3.65), spelling drills (3.74), letter-a-day ac-
tivity (3.70), give-me-a-word (3.52) and sound
Reading Intervention Strategies Used by drill (3.74) and they Often use alphabet bingo
Teachers game (3.09) and identifying initial, middle and
Phonological Awareness. This relates to final sound (3.48).
the ability to think about the sounds in a word Word Recognition. This is measured as a
rather than just the meaning of the word; an matter of speed, such that a word with a high
understanding of the structure of spoken lan- level of recognition is read faster than a novel
guage that it is made up of words and words one. The teachers Always (3.59) use the word
consists of syllables, rhymes, and sounds. The recognition strategy for early reading interven-
teachers Often (3.45) used this strategy which tion. With this early reading intervention strat-
includes phoneme drills (3.83), letter sounding egy, the teachers Always incorporate guided
games (3.83), guided reading (3.78), common reading (3.83), cite-a-word-a-day (3.61),
sounds identification (3.57) and decoding of spelling (3.70), repeated reading (3.65), word
sounds (3.57) that are all qualitatively inter- drill using flashcards (3.91), syllabication
preted as Always. They Often use activities (3.87) and word blending activity (3.57). They
such as give me a word (3.22), rhyme analogy Often use word wall (3.43), word listing (3.43)
(3.00), word wall (3.35), initial-middle-last and word bingo game (2.87) to improve the
sound games (3.48) and sound deletion (2.91). reading skills of early learners.
These activities helps the level of phonological Fluency. This is the ability to read orally
awareness of the learners which is one of the with speed, accuracy, and proper expression.
strongest predictors of future reading success. The teacher Often (3.37) utilize early reading
Berril (2018) stated in his study that early in- intervention to improve the fluency of learners.
tervention is crucial and can make a real differ- They Always conduct reading aloud activity
ence to students with limited levels of phono- (3.91), repeated reading (3.91), individual
logical awareness. reading (3.83), and guided reading (3.91) for
Oral Language. This is the knowledge of early learners fluency in reading. They Often
the structure, meanings and uses of oral lan- utilize silent reading with follow up question
guage. It is the system through which we use (3.17), group reading (3.35), phrasing (3.35),
spoken words to express knowledge, ideas, and echo reading (3.09), listen-and-follow audio re-
feelings. The teacher respondents Always cordings (2.78) and reader’s theater activity.
(3.52) use this intervention strategy which in- Reading Comprehension. This is the abil-
cludes encouragement of conversation (3.96), ity to understand and make sense of written
speaking articulately and clearly (3.78), main- text; a complex and active process requiring vo-
tain eye contact (3.70) and pair-think-share cabulary development and intentional and

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 JR Mejala, 2024 / Early Language Reading Interventions and Reading Skills of Elementary Grade One Pupils in Zambales, Philippines

thoughtful interaction between the reader and words by sight as they see the words more of-
the text. The teacher respondents Often (3.45) ten.
used early reading intervention strategies to Fluency. Reading fluency is practiced
improve the reading comprehension of the through flashcards and charts starting to from
learners. They Always conduct repeated read- the most common or easy words to compli-
ing (3.78), story sequencing (3.61), guided cated words, phrases and paragraphs. Constant
reading with Q&A (3.70) and use of pictures to practice is important to develop reading a
aid storytelling (3.96). Moreover, they Often speed and fluency. It was practiced throughout
use retelling and summarizing (3.22), inferenc- the school year. Learners who are coping in
ing (3.35), little story-teller activity (3.22), peer reading were always given schedule for one by
teaching with Q&A (3.35), comprehension race one reading using phrases and short story ac-
(2.96) and close reading activity (3.35) to im- cording to their level and were recorded to
prove the reading comprehension of early trace learners’ improvements. The teachers use
learners. books and reading passage and are given
chance to read independently. Scanning is a
Actual Use of Reading Intervention Strate- quick way to specific information in a text with-
gies out reading every single word. Skimming is
The teachers were asked on how are the searching the sentences of a page for does to
reading intervention strategies use in the the main idea. Remedial lesson were also given
teaching-learning process that targets the level to learners with minimal fluency in reading.
of reading skills in terms of word recognition, Rewards such as stars, stickers and food
fluency and comprehension. were provided to motivate reading speed of
Word Recognition. The teachers start with learners. Start-If the learners have mastered
mastering of letter sounds along with guided word recognition. Throughout the duration of
reading-syllabication until the learners can reading using flashcards and charts, recogni-
read words independently. Word recognition tions were given to learners and session ends
starts at the beginning of the school year. when the child had already developed reading
Teachers use printed reading materials and the speed and fluency. Using stopwatch during
first skill that learner should have is familiari- reading drills works for improving reading
zation with the letters of the alphabet then syl- speed, which is also a major part of fluency
lables, words, phrases, sentences and para- while asking a child to read a given passage in
graphs. Learners who are having trouble with a set time frame.
word recognition underwent remedial through Comprehension. During the first and sec-
one-on-one reading session. This happens ond quarter, teachers read stories to learners
when at the beginning of the school year; the daily and let them answer questions about the
child is identified as at risk reader. As reading story. Sometimes, teachers gave activities like
teachers, they start in letter and sound recogni- retelling the story and sequencing events. In
tion. Children were expected to master the the last 2 quarters readers read stories and an-
sound of each letter and let them practice as the swer questions independently. Teachers con-
school year starts. Mastering the sound of let- tinue reading to learners who have difficulty in
ters involves simple to complicated words. reading independently and let them answer
After conducting a pre-assessment on read- questions orally. The key to improve reading
ing, to identify my pupils reading ability, vari- comprehensions is, understanding what is
ous reading materials were given depending on read. The art of questioning also helps enhance
pupils needs like flashcards, marungko, book- reading comprehensions. Reading comprehen-
lets, claveria technique (picture reading). They sion starts when there are passages to be read
utilized flascards, word wall, word drill and to practice learners by asking questions even it
even makes use of picture clues which is a good is only a sentence so that it comes to their mind
strategy to confirm whether a word makes that simple sentences are understood. Telling a
sense or not. Repeated reading as well is one story, teachers also ask questions until learners
way for early readers to learn and recognize
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 JR Mejala, 2024 / Early Language Reading Interventions and Reading Skills of Elementary Grade One Pupils in Zambales, Philippines

become independent reader and were able to by a number of factors, including a reader's
comprehend. purpose and level of expertise as well as the
relative difficulty of the text. The learners at-
Level of Reading Skills of Learners tained a Fast (3.26) level of reading speed as
The reading skills of early learners is their shown in Table 4. This indicates that with the
ability to understand written texts. It includes use of the reading intervention strategies
word recognition, speed and comprehension of greatly contributed in enhancing the reading
the learners. Table 41presents the level of speed of early learners.
reading skills of early learners measured sepa- Reading Comprehension. Comprehension
rately using different scale and rubric. builds on vocabulary knowledge by allowing
Word Recognition. This is the ability of the reader to combine the meanings of the indi-
learners to identify a written word by sight or vidual words to understand the overall text.
by deciphering the relationship between the The learner garnered a mean percentage score
sounds of spoken language and the letters in of 89.23 which indicates that they are on an In-
written language. It can be seen on Table 4 that structional level of comprehension. It implies
the learners have High (3.30) level of word the fast level of reading and high word recogni-
recognition. This indicates that given the high tion of learners contributes to their level of
level of word recognition skills, the goal of reading comprehension. Brown (2015) stated
phonics is not that children be able to state the the reading requires the mastery, integration,
"rules" governing letter-sound relationships as and application of numerous skills and
mentioned in the article of Chard and Osborn knowledge. Reading or learning to read is a
(n.d.). Rather, the purpose is to get across the combination of phonemic awareness; phonics,
alphabetic principle, the principle that there fluency, vocabulary and comprehension which
are systematic relationships between letters make it difficult to teach them in isolation.
and sounds. Learning to read is a developmental process.
Reading Speed. This is the rate at which a Most children follow a similar pattern and se-
person reads written text (printed or elec- quence of reading behaviors as they learn how
tronic) in a specific unit of time. Reading speed to read from appreciation for and awareness to
is generally calculated by the number of words print to phonological and phonemic awareness
read per minute. Reading speed is determined to phonics and word recognition.

Relationship between Early Language Reading Intervention Strategies and Reading Skills of
Learners
Correlation between Early Language Reading Intervention Strategies and Reading Skills
Reading Skills
Reading Intervention
Coefficients Word Reading Reading
Strategies
Recognition Speed Comprehension
Pearson Correlation .807** .595** .626**
Phonological Awareness Sig. (2-tailed) .000 .003 .001
N 23 23 23
Pearson Correlation .043 .438* .011
Oral Language Sig. (2-tailed) .847 .036 .962
N 23 23 23
Pearson Correlation .522* .339 .556**
Alphabet Knowledge Sig. (2-tailed) .011 .113 .006
N 23 23 23
Pearson Correlation .513* .138 .473*
Fluency Sig. (2-tailed) .012 .529 .022
N 23 23 23

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Reading Skills
Reading Intervention
Coefficients Word Reading Reading
Strategies
Recognition Speed Comprehension
Pearson Correlation .251 .578** .935**
Reading Comprehen-
Sig. (2-tailed) .248 .004 .000
sion
N 23 23 23
**Correlation significant at .01 level
*Correlation significant at .05 level

The early language reading intervention Strategies for reading comprehension had a
strategies of teachers were hypothesized to moderate positive correlation with reading
have a relationship with the reading skills of speed (r=.578, p=.004) and a very high positive
learners. Table 5 presents the correlation anal- correlation with reading comprehension
ysis between the two variables. (r=.935, p=.000) both significant at .01 level.
Reading intervention for phonological This indicates the reading intervention strate-
awareness has high positive correlation with gies positively increases the level of learner’s
the learners’ word recognition (r=.807, p=.000) reading speed and comprehension.
and had moderate positive correlation with The researcher therefore concludes that
reading speed (r=.595, p=.003) and reading the reading intervention strategies used by the
comprehension (r=.626, p=.001) all significant teachers had a significant relationship with the
at .01 level. This indicates that more frequent reading skills of learners. Duff and Tomblin
use of reading intervention strategies targeting (2018) stated that learning to read also re-
the phonological awareness of learners could quires several skills. Early in reading develop-
positively result to higher level of reading ment, children need to recognize letters, be
skills. aware of and able to manipulate sounds within
Reading intervention for oral language had words, and use conventions about the relation-
a moderate positive correlation with the ship between letters and their pronunciation.
learner’s reading speed (r=.438, p=.036) signif- Children may enter school with poor skills in
icant at .05 alpha level. It indicates that the pos- listening, speaking and/or phonological pro-
itive linear relationship existing between these cessing.
variables result to higher level of reading speed
of learners. Conclusion
Reading intervention strategies focusing on From the findings of the study, the re-
learner’s alphabet knowledge has a moderate searcher draws the following conclusions:
positive correlation with word recognition First, typical teachers of Grade I in San Antonio
(r=.522, p=.011) significant at .05 level and always use reading intervention strategies in
reading comprehension (r=.556, p=.006) sig- terms of oral language, alphabet knowledge
nificant at .01 level. This indicates that frequent and word recognition, and often use strategies
use of reading intervention strategies improves for phonological awareness, fluency and com-
the word recognition and comprehension of prehension. Second, the teachers use various
the learners. activities exclusively for word recognition, flu-
Reading intervention strategies used to im- ency and reading comprehension. Third, the
prove fluency had a moderate positive correla- learners have high level of word recognition
tion with word recognition (r=.513, p=.012), skills, fast readers and with an instructional
reading speed (r=.437, p=.036) and compre- level of comprehension. Fourth, a positive lin-
hension (r=.473, p=.022) all significant at .05 ear relationship exists between the reading in-
level. It indicates that as the teacher use read- tervention strategies and the learner’s level of
ing intervention strategies for fluency im- reading skills.
proves the reading skills of learners to a higher
level.

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Acknowledgement To her SMES Family, for their help and

The researcher would like to express her words of encouragement;
deepest gratitude to those people who ex- Above all, to God Almighty, for the love,
tended their valuable support and compassion strength, motivation, and guidance throughout
in the preparation and final evaluation of this the cycle of this research from the very begin-
research. ning until the completion of this research, for if
To Dr. Marie Fe De Guzman Director for it not with Him, it wouldn’t be possible for the
Graduate Studies, for her support and direc- researcher to accomplish everything.
tional words of wisdom;
To Dr. Jo A. Espiritu, Chairman, Mr. References
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 JR Mejala, 2024 / Early Language Reading Interventions and Reading Skills of Elementary Grade One Pupils in Zambales, Philippines

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IJMABER 837 Volume 5 | Number 3 | March | 2024