WEST VISAYAS STATE UNIVERSIT

POTOTAN CAMPUS
Pototan,Iloilo

Chapter 1

Introduction to Study

This chapter one consists of eight parts: (1) Background of the Study; (2)

Statement of the Problem; (3) Hypothesis; (4) Theoretical Framework; (5)

Conceptual Framework; (6) Significance of the Study; (7) Definition of Terms; and

(8) Scope and Limitations of the Study.

Background of the Study

Reading fluency is a critical foundation for literacy, yet many Grade 1 pupils

struggle with it, affecting their overall academic success. Fluent reading allows pupils

to read smoothly, accurately, and with understanding, but many factors influence a

child's ability to develop this skill. Differences in home support, teaching methods,

and school resources contribute to varied reading abilities among young learners.

Some children receive strong parental guidance in their studies, while others such as

those with parents working abroad may lack the necessary support at home.
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As a result, teachers and schools play a crucial role in ensuring that all pupils,

regardless of background, receive effective reading instruction.

Despite strong evidence supporting phonics instruction, not all teachers apply

it effectively, and some schools lack the resources to implement it properly. This

study seeks to explore how phonics-based instruction can improve reading fluency

among Grade 1 students, particularly in the context of Cahaguikican Elementary

School. The findings will provide valuable insights for teachers, school

administrators, and policymakers, helping them adopt more effective teaching

strategies that empower young learners to become confident and proficient readers.

Statement of The Problem

This study will be conducted to determine the effectiveness of phonics-based

instruction in enhancing reading fluency among grade 1 pupils.

Specifically, it aims to answer the following questions:

1. What is the reading fluency of grade 1 pupils before introducing phonics-

based instruction?

2. What is the reading fluency of grade 1 pupils after introducing the

phonics- based instruction?

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3. Is there a significant difference on the grade 1 pupils reading fluency

before and after introducing phonics-based instruction?

Hypothesis

There is no a significant difference on the grade 1 pupils reading fluency

before and after introducing phonics-based instruction.

Theoretical Framework

Reading fluency is an important skill that helps pupils succeed in school.

Phonics-based instruction is one of the most effective ways to help young learners

improve their reading skills. This study looks at how phonics instruction helps Grade

1 students become better readers.

To support this, the study is based on several key theories: Piaget’s Cognitive

Development Theory, Vygotsky’s Constructivist Theory, the Simple View of Reading,

and the Automaticity Theory. These theories explain how children learn to read and

why phonics instruction is effective.

Jean Piaget’s Cognitive Development Theory (1952) explains how children

develop their thinking skills. He identified different stages of learning, and for young
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children in the preoperational stage (ages 2–7), learning happens through symbols

and sounds.

Phonics instruction helps children connect letters with sounds, allowing them to

read words more easily over time.

Lev Vygotsky’s Constructivist Theory (1978) highlights the importance of

guidance in learning. He introduced the idea of the Zone of Proximal Development

(ZPD), which means children learn best when they get support from teachers or

more experienced learners. In phonics instruction, teachers guide students in

recognizing sounds and blending them into words. As children practice, they become

more independent and confident readers.

The Simple View of Reading (Gough & Tunmer, 1986) explains that reading is

made up of two main skills: decoding (sounding out words) and comprehension

(understanding what words mean). Phonics instruction focuses on decoding, helping

children read words quickly and correctly. Once they can read words easily, they can

focus more on understanding the meaning of what they read, leading to better

reading fluency.
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The Automaticity Theory (LaBerge & Samuels, 1974) explains how reading

fluency develops. At first, children must think carefully about each word they read.

However, with practice, they start recognizing words automatically without much

effort.

Phonics instruction helps pupils reach this stage faster by giving them regular

practice with letter sounds and word patterns. As a result, they read more smoothly

and with better expression.

In summary, these theories show why phonics-based instruction is important

in improving reading fluency. Phonics helps children learn to decode words (Simple

View of Reading), provides support as they develop their skills (Vygotsky), helps

them connect sounds and symbols (Piaget), and allows them to read automatically

over time (Automaticity Theory). By using these theories, this study aims to

understand how phonics instruction can help Grade 1 students become fluent

readers.

Conceptual Framework

This study aims to determine the effectiveness of phonics-based instruction and

reading fluency among Grade1 pupils as shown in the diagram below.

 WEST VISAYAS STATE UNIVERSIT
POTOTAN CAMPUS
Pototan,Iloilo

Reading Fluency Phonics-Based Reading Fluency

before Instruction after intervention
intervention

Figure 1: Schematic diagram of the variables of the study

Significance of the Study

This study will beneficial to the following:

Pupils. The Pupils will be the primary beneficiaries of this research. Improved

reading fluency will not only enhance their ability to decode words and pronounce

them accurately, but also boost their confidence and motivation in reading. By

strengthening their foundational reading skills, the study will lay the groundwork for

improved reading comprehension and overall academic success. Ultimately, this

research will contribute to fostering a lifelong love of reading among young learners.

Teachers. Teachers will gain valuable knowledge and practical strategies from

this research. The study's findings will equip them with effective phonics-based

instructional techniques that can be directly implemented in the classroom to address

reading fluency challenges. This will enable teachers to tailor their instruction to meet

the specific needs of their pupils, leading to improved reading outcomes.

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Pototan,Iloilo

Parents. Parents will benefit from a deeper understanding of the importance

of phonics-based instruction in their children's reading development. The study will

highlight the crucial role that phonics plays in building foundational reading skills,

empowering parents to actively support their children's reading progress at home. By

providing insights into effective home-based reading activities, the study will foster a

collaborative approach between parents and teachers.

School Administrator. School Administrator as it provides insights into how

phonics-based instruction improves reading fluency in Grade 1 students. By

understanding its effectiveness, administrators can make informed decisions about

curriculum development, teacher training, and resource allocation. It highlights the

need for proper instructional support and materials to ensure students develop strong

reading skills. Additionally, improving reading fluency boosts student confidence and

academic performance. By prioritizing phonics instruction, school administrators can

enhance literacy programs and create a solid foundation for early learning success.

Department of Education (DepEd). The findings of this study can help DepEd develop

and refine reading curricula, ensuring that phonics instruction is effectively

implemented in classrooms. It can also guide teacher training programs, equipping

educators with the best strategies to support young learners in their reading journey.
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Additionally, the study may inform policy decisions related to literacy

development, helping DepEd create initiatives that strengthen reading proficiency

nationwide. By focusing on evidence-based approaches like phonics, DepEd can

enhance the quality of education, promote reading success among students, and

address literacy challenges at an early stage. Ultimately, this study supports DepEd’s

mission to provide quality education and improve student learning outcomes across

the country.

The Future Researchers. This study will serve as a useful reference for future

researchers interested in reading fluency and phonics instruction. It provides insights

into how phonics helps Grade 1 students improve their reading skills. Future studies

can build on these findings to explore better teaching methods and improve literacy

programs. This research contributes to the ongoing efforts to enhance early reading

education.

Definition of Terms

For better understanding of the terms used in this study, they are conceptually

and operationally defined as follows.

Phonics- Based Instructions. Phonics Instruction should be explicit and

systematics, integrated into a balance literacy approach rather than taught in

isolation. (International Literacy Association ILA, 2019).

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As used in this study is a teaching strategy that will be used in this study.

Reading Fluency. Reading Fluency that reading fluency involves not just speed but

also accuracy and expressive reading, all of which are crucial for overall reading

achievement (Rasinski, Rupley, Paige, and Young 2021).

In this study this refers to the reading fluency of the Grade 1 pupils before and

after intervention.

Pupils. Pupils is a person, especially a young one, who is learning under the

supervision of a teacher, particularly in a school setting. Is a child or young person in

school who is being taught by a teacher. (Oxford English Dictionary & Cambridge

Dictionary 2023).

As used in this study, it refers to the Grade 1 pupils of Cahaguikican Elementary

School as respondents of this study.

Scope and Delimitations of the Study

This study focuses on how phonics-based instruction helps Grade 1 students

at Cahaguikican Elementary School improve their reading fluency. It will measure

their reading fluency before and after using phonics instruction during the school

year 2025-2026. Simple tests and comparisons will be used to check their progress.
 WEST VISAYAS STATE UNIVERSIT
POTOTAN CAMPUS
Pototan,Iloilo

The study will specifically look at how many words they can read correctly,

without focusing on reading comprehension or other reading skills.

This study is limited to Grade 1 students at Cahaguikican Elementary School

during the school year 2025-2026. It focuses only on reading fluency and does not

assess reading comprehension. The study examines only one type of phonics-based

instruction and does not compare it to other teaching methods.

 WEST VISAYAS STATE UNIVERSIT
POTOTAN CAMPUS
Pototan,Iloilo

Chapter 2

Review of Related Literature

This chapter contains topics related to the study being investigated:

This includes the following: (1) Nature of Phonics-Based Instruction (2)

Phonics and Reading Fluency (3) Phonics-based vs. Other Reading Approaches (4)

Challenges and Practices in Implementing Phonics-based Instruction.

Conceptual Literature

Nature of Phonics-Based Instruction

Phonics-based instruction is a fundamental approach to teaching early

literacy. It focuses on the relationship between letters and sounds to help learners

develop reading proficiency. Phonics instruction plays a crucial role in teaching

students how to decode words, a foundational skill for reading fluency and

comprehension. According to Fountas and Pinnell (2023), effective literacy

instruction integrates phonics with interactive reading and writing activities to

enhance comprehension.
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They emphasize that phonics should be systematically taught, gradually

increasing in complexity as students gain mastery.

Flanigan et al. (2024) further emphasize that systematic and explicit phonics

instruction significantly improves decoding skills and overall reading proficiency. This

approach is not limited to learning letter-sound relationships but also includes the

application of these relationships in reading and writing contexts.

Fountas and Pinnell (2023) argue that phonics must be integrated with shared

reading, interactive read-alouds, and writing activities. This balanced literacy

approach ensures that phonics instruction supports, rather than dominates, other

essential literacy skills, such as comprehension and vocabulary development. Sanden

and MacPhee (2022) support this view, emphasizing that teachers in early grades

actively incorporate phonics into their literacy programs, using structured curricula

that emphasize phonemic awareness and decoding.

Moreover, structured phonics programs, like the UFLI Foundations program,

are shown to improve students' phonemic awareness and reading abilities,

reinforcing the necessity of explicit and well-designed phonics instruction in early

literacy education (EdWeek, 2025).

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Related Studies

Phonics and Reading Fluency

Phonics instruction is essential in developing reading fluency, which involves

reading accurately, quickly, and with expression. A study by Nazario-Laude (2023)

examined the effect of explicit phonics instruction on reading fluency among

kindergarten students. The results showed significant improvements in reading

fluency, suggesting that phonics instruction directly contributes to fluency

development.

Similarly, a randomized controlled trial in English elementary schools studied

the impact of targeted phonics instruction on struggling readers aged 7–9. The

intervention, which included explicit phonics components, led to significant

improvements in reading fluency and comprehension scores, highlighting the

effectiveness of phonics in early reading development.

In the Philippines, Velarde and Catoto (2022) investigated the use of Fluency

Oriented Reading Instruction (FORI), which integrated phonics-based strategies to

improve reading comprehension among Grade V students. Their findings revealed

that students who received the intervention displayed increased reading

comprehension and became more independent readers.

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POTOTAN CAMPUS
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This supports the idea that phonics instruction enhances fluency and overall

reading abilities.

Moreover, research in Australian schools showed that adopting phonics-based

instruction led to significant improvements in National Assessment Program –

Literacy and Numeracy (NAPLAN) results. Schools that reintroduced explicit phonics

instruction saw not only academic gains but also reductions in disruptive behaviors,

further highlighting the effectiveness of phonics instruction in improving student

outcomes.

Phonics-Based vs. Other Reading Approaches

Phonics-based instruction focuses on the systematic teaching of letter-sound

relationships, whereas whole language approaches emphasize understanding

meaning through exposure to authentic texts. A meta-analysis by Galuschka et al.

(2014) examined various reading interventions, including phonics instruction. The

study found that phonics was the most effective strategy for improving both reading

and spelling skills, particularly for students with reading difficulties.

Bowers (2020) conducted a review of 12 meta-analyses comparing phonics-

based approaches with other reading methods, including whole language and
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POTOTAN CAMPUS
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balanced literacy. While some studies suggested benefits of balanced literacy,

phonics emerged as the most effective method for developing reading skills,

especially for students with reading disabilities.

In England, the 2010 educational reform emphasized the adoption of

systematic phonics instruction, moving away from progressivist ideologies. The

policy change led to significant improvements in literacy rates, demonstrating the

effectiveness of phonics-based methods in raising educational standards. This shift

towards phonics-based curricula aligns with the growing "science of reading"

movement, which advocates for the explicit teaching of phonics.

Challenges and Practices in Implementing Phonics-Based Instruction

Despite its recognized benefits, implementing phonics-based instruction faces

several challenges. Resistance to change from educators trained in alternative

reading approaches, such as whole language or balanced literacy, is a significant

barrier. The curriculum developed by Lucy Calkins, which emphasized fostering a

love for reading over systematic phonics instruction, faced criticism for its lack of

effectiveness. This led to a broader shift toward phonics-based curricula as part of

the "science of reading" movement (Goldstein, 2024).

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Additionally, many schools lack the resources needed to implement systematic

phonics instruction effectively. According to the National Institute for Literacy (n.d.),

effective phonics instruction requires structured curricula and teacher training, which

are not always available. Without these resources, teachers may struggle to deliver

phonics lessons in ways that maximize student learning.

To address these challenges, researchers have identified several best

practices for phonics instruction. Early implementation in kindergarten and first

grade has been shown to improve word recognition and spelling, providing a strong

foundation for later reading success. Phonics instruction should be systematic and

explicit, teaching letter-sound relationships in a defined sequence (National Institute

for Literacy, n.d.).

Modeling phonics strategies and providing students with practice opportunities

are also key components of effective phonics instruction. This approach allows

students to apply phonics skills in reading and gradually transition to fluent reading.

Integrating phonics instruction with literature-based activities, such as using age-

appropriate books, further strengthens reading development by providing students

with meaningful contexts to practice their skills (K12 Reader, n.d.).

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In conclusion, while challenges exist in implementing phonics-based

instruction, research and best practices provide clear guidance on how to overcome

these obstacles.

By incorporating structured phonics programs and providing teachers with

adequate resources and training, phonics instruction can significantly improve

reading outcomes for early learners.

 WEST VISAYAS STATE UNIVERSIT
POTOTAN CAMPUS
Pototan,Iloilo

Chapter 3

Research Design and Methodology

This chapter discusses and describes the topics under research methodology

such as research design, respondents of the study, data gathering instruments, data

gathering procedures, and statistical data analysis.

Purpose of the Study

The purpose of this study is to investigate the effectiveness of phonics- based

instruction in improving reading fluency among Grade 1 pupils. Specifically, the

study aims to determine whether systematic phonics instruction enhances pupils

accuracy and expression in reading. By analyzing pupils reading performance before

and after phonics intervention, this research seeks to provide empirical evidence on

the impact of phonics-based methods in early literacy development. The findings will

contribute to instructional practices by offering insights into effective strategies for

teaching reading to young learners.

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Research Design

This study uses a quasi-experimental design to determine the effectiveness of

phonics-based instruction in improving reading fluency among Grade 1 pupils. The

study involves a pre-test and post-test design, where pupils reading fluency is

measured before and after receiving phonics instruction. The results are analyzed to

assess whether phonics-based instruction significantly enhances reading fluency.

Participants of the Study

The participants of this study are Grade 1 students at Cahaguikican

Elementary School enrolled in the school year 2025-2026.

Data Gathering Instrument

The instrument to be used in the study is standardized test adopted from the

Comprehensive Rapid Literacy Assessment (CRLA). This test measures reading

fluency. To assess student’s reading development a Reading Fluency Criteria to know

their fluency.
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Criteria 4- Excellent 3-Good 2-Fair 1- Needs

Improvement

Accuracy Reads all or Make a Several errors Many errors that

that may affect
almost all errors, but interfere with understanding
meaning (80- (below 80%
words they do not 89% accuracy)
accuracy)
correctly 95- affect

100% meaning (90-

accuracy) 94%

accuracy)

Rate Reads at an Reads at a Reads slowly Reads very slowly or

appropriate generally rushes through;well
ans steady appropriate or with below benchmark.
pace (meets pace with
or exceeds minor pauses. frequent
grade-level
pauses
benchmark).
;slightly

below
benchmark.

Prosody Reads with Some Little Flat word-by-word

expression, expression or reading with no
expression
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correct and phrasing phrasing; expression or

phrasing, and with ignores phrasing.
attention to occasional punctuation
punctuation. attention to in most cases.
punctuation.

Fluency Reads Fluency is Some effort Struggles

good, slight required,
fluently, disruptions disrupts significantly,
overall flow.
smooth and comprehension
easy to impacted.
understand

Data Gathering Procedure

This study will be divided into 3 phases: Pre- Intervention, Intervention, and Post

Intervention.

Pre- Intervention

Permission to conduct the study will be obtained from the office of the

principal of Cahaguikguikan Elementary School. After the permit was granted, the
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respondents were instructed to report at a specific place on the scheduled day of

administration of the test.

The researchers will distribute the instrument adapted in CRLA to the

respective respondents of the study which is Grade 1 pupils of Cahaguikguikan

Elementary School of the School Year 2025-2026. The direction will be explained by

one of the researchers.

Intervention

The researchers will prepare a passage to be utilized for six to eight weeks of

the intervention. Each research will let the pupils read the passage one by one. This

will be applied on following weeks with new passages.

Post- Intervention

The researchers will conduct a post-test consisted of a reading passage

designed to assess their reading fluency. Each researchers assigned to work with

each one pupils. The researchers listened to the pupils while reading the passage

aloud and recording their response. Once the pupils finished reading the passage,

the researchers collected the recordings. The data gathered were then organized,

analyzed, and interpreted to determine the impact of phonics-based instruction.

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Statistical Data Analysis

The data will be collected, encoded, processed, and analyzed using the

following statistical tools.

Mean: This will be used to determine the average phonics level and reading

fluency scores of students in both the experimental and control groups before and

after the intervention.

Standard Deviation: shows how different the students' scores are from the

average. A low SD means most students had similar scores while a high SD means

the scores were very different from each other.

Paired t-test: It was used to determine the significant difference of the

respondents’ reading fluency before and after applying the phonics-based

instruction.