Leslie Jing C. Paculdar

Teacher III Arab Elementary School Arab, Pidigan, Abra Schools Division Office – Abra Department of Education - Cordillera Administrative Region

DOI : https://doi.org/10.47191/ijsshr/v8-i3-34

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ABSTRACT

Interactive Reading Resources play a vital role in developing word recognition skills especially to young learners. Developing the reading skills of learners makes them comfortable in class participation since most of the learning areas requires mostly good if not better reading ability. In testing their performance in word recognition, the kindergarten pupils were given 10-item test at the beginning of the school year, which revealed their low performance. Providing them interactive reading materials is one strategy that may actively engage the learners to reinforce their word recognition skills. To determine the performance of this study, one-group pretest-posttest design which involved sixteen learners was applied. Data were gathered with the use of 10-items test. The treatment lasted for fifteen days to ensure the effectiveness of the use of interactive reading resources in developing word recognition skills among kindergarten. In the data analysis, the mean percentage score was used to determine the effectiveness of the interactive reading resources. At the same time, t-test for dependent variables was utilized to compare pretest and the posttest scores. The result of the pre-test gained 48.1 while the posttest obtained 81.9 respectively. The findings revealed that the level of performance in word recognition skills kindergarten learners in the posttest is significantly higher than the performance in the pre-test. Moreover, interactive reading resources benefit learners in way that they enhance their comprehension, active engagement to class discussions and foster critical thinking skills.

KEYWORDS:

animation, instructional gap, phonemic awareness, remediation, diverse

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Volume 08 Issue 03 March 2025