Anjeanette S. Abejar

M. Delos Reyes Memorial Elementary School

Completed 2026

ABSTRACT

This action research examined the effectiveness of interactive reading games in improving the word recognition and fluency of Grade 4 learners at M. Delos Reyes Memorial Elementary School. The study addressed learners’ difficulties in decoding, pronouncing, and understanding words, which affected their reading fluency and comprehension. A qualitative action research design was employed involving 71 Grade 4 learners from Sections Galileo and Newton, along with their advisers. Data were gathered through oral reading assessments, classroom observations, and learner feedback before, during, and after the implementation of interactive games.

Findings revealed that the intervention significantly improved learners’ word recognition, reading fluency, accuracy, speed, comprehension, and engagement. Learners benefited from repeated exposure to vocabulary, visual aids, guided feedback, and collaborative game-based activities, which helped them read more confidently and accurately. In addition, teacher support, peer collaboration, reinforcement activities, and reward systems were found to be important factors in the successful implementation of the intervention. The study was limited to Grade 4 learners from one public elementary school; thus, generalizability is limited. However, the findings provide valuable insights into how interactive and game-based strategies can enhance foundational reading skills. The study contributes to literacy improvement efforts aligned with the initiatives of the Department of Education, particularly in addressing reading difficulties through innovative and learner-centered approaches. It suggests that integrating interactive reading games into classroom instruction can strengthen literacy development and improve learner engagement.