Enhancing Reading Literacy of Kindergarten through Interactive Learning Materials at San Vicente Elementary School

Abstract

This study evaluated the effectiveness of interactive learning materials in enhancing reading literacy among kindergarten pupils at San Vicente Elementary School. Thirty-six pupils were purposively selected and divided into two groups: Section Calla (experimental) and Section Lily (control), based on their class schedules—morning and afternoon sessions, respectively. A quasi-experimental design was used, with pre- and post-tests based on a 25-item standardized tool aligned with the Kindergarten Curriculum. The assessment covered five competencies: letter name and sound identification, matching upper and lower case letters, rhyming, and syllable counting. Both groups initially demonstrated a "Consistent" level of reading literacy, meaning they correctly answered about 50–60% of the test items. The experimental group began slightly ahead in some areas. To account for this, the study focused on each pupil’s gain score—the difference between their pre- and post-test results—rather than only final scores. The experimental group used various interactive learning materials during the intervention, including ABCs phonics song- youtube by Jack Hartmant and Endless Alphabet (focused on phonics) and Homer Learn & Grow (for reading along with stories). Activities also included letter-matching games and rhyming puzzles. Results showed greater improvement in the experimental group, particularly in phonological awareness. However, gains in rhyming were less pronounced, possibly due to the limited emphasis on rhyming in the apps or the inherent difficulty of the skill. Statistical analysis (t = -2.64, p = 0.013) confirmed a significant difference in outcomes. The study recommends integrating interactive tools in the kindergarten curriculum and developing stronger supports for rhyming instruction.