Lead Proponent: Rosario P. Dasig
Co-Proponent: Analyn D. Lugtu
Research Agenda
Category: Teaching and Learning
Subject: Filipino
Office/School: Balanga Elementary School

The global disruption caused by the Covid-19 pandemic has greatly impacted
individuals worldwide, with education bearing a significant effect. Among the myriad challenges, the absence of face-to-face kindergarten experiences has left numerous learners ill-equipped for the rigors of higher learning. Kindergarten serves as a fundamental stage for students to overcome separation anxiety and establish a comfort level in the school environment, crucial for their overall learning journey. However, the disruption caused by the pandemic has resulted in several Grade 1 learners facing difficulties not only in basic skills such as writing and counting but most notably in reading, presenting a formidable challenge for educators.

Reading fluency is a cornerstone of academic development, laying the
groundwork for success in later grades. The initial year of formal education, Grade 1, plays a pivotal role in constructing the scaffolding for more advanced learning, encompassing fundamental skills such as reading, writing, and arithmetic. In-person learning during this phase is instrumental, allowing teachers to identify learners facing challenges, whether lagging behind, struggling with learning, or contending with various stressors contributing to depression and anxiety. A national reading assessment conducted on first- through fourth-grade students in 2020 revealed a substantial halt in oral reading fluency development after the abrupt school closures, indicating a critical need for targeted interventions (Spector, 2021).

Addressing the educational gaps exacerbated by the pandemic, Balanga
Elementary School has implemented a Learning Recovery Plan (LRP). This strategic initiative aims to identify and rectify the learning disparities experienced by each child, recognizing the urgency of intervention to bridge educational divides. Drawing inspiration from the “Play-Based Learning” guidelines outlined by the Department of Education (2022), our research posits that play-based reading interventions hold promise. Play is a powerful activity that positively influences learners’ physical, social, emotional, and cognitive development. In particular, our focus on creating a play-based
reading environment in the Filipino subject aims to foster language engagement during literacy practices, aligning with the principles of interactive book reading interventions known to enhance vocabulary outcomes (Mol, Bus, & de Jong, 2009; Dickinson and Porche, 2011). Through this study, the researchers aimed to explore whether a playbased reading intervention can effectively enhance the reading fluency of Grade 1
learners at Balanga Elementary School, with a specific focus on sections Emerald and Amethyst. This study encompasses 28 pupils in Emerald and 27 in Amethyst, revealing the prevalence of non-readers and syllabic readers during a pre-oral reading test, setting the stage for an investigation into the potential efficacy of play-based reading interventions in addressing the learning challenges faced by these young learners.