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September 10, 2025International Social Sciences and Education Journal

Reading Performance of Grade I Learners through Targeted Early Reading Interventions

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Authors

RARenante M. AvergonzadoCPClarissa C. Polinar

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Overview

Descriptive analysis shows improvements in reading skills among Grade I pupils, suggesting effective interventions.

Key Points

  • Reading performance improved significantly after targeted interventions, demonstrating the effectiveness of varied strategies.
  • Results showed a notable increase in phonemic awareness, reading comprehension, and fluency, indicating the success of the interventions.
  • The study utilized the Early Grade Reading Assessment to measure progress before and after the teaching methods implemented.
  • Despite increased scores, no strong link was found between intervention frequency and pupil score gains, suggesting diverse practices are necessary.

Cite This Study

Avergonzado et al. (2025) studied this question.

synapsesocial.com/papers/68c23e94b210217d64792d2ahttps://doi.org/10.61424/issej.v3i3.349
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Effective Teaching Practices and Reading Performance of Public Elementary School Learners2025
  2. 2Individualized Reading Instruction and Reading Performance among Grade 2 Learners2025
  3. 3Teachers’ Reading Strategies and the Reading Abilities of Key Stage 1 Learners with Learning Challenges2025
  4. 4Technology-Aided Phonics Reading Strategy on Learners' Performance in English2025
  5. 5Reading Comprehension Level in English and Filipino of Grade IV Learners in Gumaca East District: Basis for Reading Intervention2025 · 1 citations