USE OF DIGITAL READING TOOLS TO IMPROVE THE READING PROFICIENCY OF GRADE 2 LEARNERS

Master of Arts in Education major in Educational Administration

This study examined the effectiveness of digital reading tools in improving the reading proficiency of Grade 2 learners at Sta. Josefa Central Elementary School with SPED Program during the School Year 2025-2026. Using a quantitative quasi-experimental one-group pretest-posttest design, the study measured the learners' reading proficiency before and after the use of digital reading tools such as Computer-Aided Instruction and selected instructional videos. The Comprehensive Rapid Literacy Assessment was used to determine learners' reading proficiency in decoding, fluency, and comprehension. Findings revealed that the learners obtained a pretest mean of 2.26, equivalent to 37.67% class proficiency and interpreted as High Emerging. After the intervention, the posttest mean increased to 5.22, equivalent to 87% class proficiency and interpreted as Grade-Ready. The paired-samples t-test showed a significant difference between the pretest and posttest scores, indicating that the use of digital reading tools contributed to the improvement of learners' reading proficiency. The study concludes that digital reading tools, when properly selected and guided by the teacher, can support early grade literacy by enhancing engagement, providing repeated reading practice, and strengthening learners' decoding, fluency, and comprehension skills. The findings emphasize the value of integrating technology-supported reading activities into elementary literacy instruction.

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