ENHANCING WORD READING FLUENCY OF GRADE 1 THROUGH MODIFIED NLRP ACTIVITY SHEETS AS INTERVENTION

Education

Word reading fluency is a fundamental skill in early literacy development that significantly affects learners’ comprehension and overall academic performance; however, many Grade 1 learners continue to experience difficulties in this area, particularly in word recognition, phonics, and decoding skills. Despite the presence of existing literacy programs, there remains a need for targeted and structured classroom-based interventions. This study aims to enhance the word reading fluency of Grade 1 learners through the use of Modified National Literacy Remediation Program (NLRP) activity sheets as an intervention. A quantitative quasi-experimental design utilizing a one-group pretest-posttest approach was employed, involving 25 Grade 1 learners from Pamintaran Integrated School, Maragusan, Davao de Oro, selected through purposive sampling. A validated 36-item word reading fluency test was used to assess learners’ performance before and after the intervention. The modified NLRP activity sheets, focusing on letter recognition, phonics, and word reading, were implemented over a three-week period. Data were analyzed using mean, standard deviation, and paired t-test at a 0.05 level of significance. The findings revealed that learners initially demonstrated a moderate level of word reading fluency during the pretest (M = 20.88); however, after the intervention, their performance significantly improved to a very high level in the posttest (M = 33.44). Statistical results further confirmed a significant difference between the pretest and posttest scores (p < 0.05), indicating that the intervention was effective. These results suggest that structured interventions improve early reading fluency and support literacy development and provide meaningful implications for teachers and future classroom practice settings.

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