International Journal For Multidisciplinary Research

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Leveraging Digital Learning Resources to Enhance Reading Comprehension of Grade 1 Learners of Atok Elementary School

Author(s) Ms. Carolyn Gullayan Corales
Country Philippines
Abstract The erosion of fundamental learning skills among early grade learners in the Philippines necessitates innovative instructional strategies. This pre-experimental study investigated the impact of leveraging digital learning resources on the reading comprehension levels of 15 Grade 1 learners at Atok Elementary School. Employing a one-group pre-test and post-test design, the study assessed learners' reading abilities in Letters/Rhymes and Words/Sentence using the Comprehensive Rapid Literacy Assessment (CRLA) framework before and after a targeted intervention involving 15 researcher-developed and expert-validated digital learning resources aligned with the K-12 curriculum.
Pre-test results indicated that the majority of learners exhibited basic reading recognition skills, primarily at Level 2 ("Moderate Refresher"). However, post-test data revealed a significant improvement, with a substantial number of learners progressing to Level 4 ("Grade Ready") in both reading components. Statistical analysis using the Chi-Square Test for Independence demonstrated a statistically significant difference in reading comprehension levels before and after the intervention for both Letters/Rhymes (X² = 16.81, p < 0.001) and Words/Sentence (X² = 13.27, p < 0.005), leading to the rejection of the null hypothesis.
Expert evaluators from the School Quality Assurance Team provided valuable feedback, emphasizing the engagement and multisensory nature of the digital resources. Their suggestions for further enhancement, such as increasing interactivity and incorporating more localized content, were noted for future iterations.
The findings of this study suggest that strategically leveraging digital learning resources can be an effective approach to significantly enhance reading comprehension among Grade 1 learners. The observed shift towards higher reading proficiency levels underscores the potential of technology-integrated instruction in addressing early literacy challenges and fostering a stronger reading foundation. The study recommends the continued exploration and integration of well-designed digital resources in early literacy programs.
Keywords Digital Learning Resources, Reading Comprehension
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-16
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.44747
Short DOI https://doi.org/g9kftk
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