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Project PHIL-IRI (Program for Higher, Intensive, and Laddered Instruction towards
Reading Improvement): A Strategic Intervention in Enhancing the Reading Level among
Learners in Bulihan Elementary School

MARIBEL P. ABAYA
Bulihan Elementary School, Rosario West Sub-Office, SDO Batangas Province
(maribel.abaya@deped.gov.ph)

1. Introduction
Reading is one of the most important fundamental skills that every learner must
acquire. It is a pre-requisite ability for the learners to gain comprehension of what have been
read or what have been listened to. From the ability to read syllables and simple words in
school and at home to the capability to read nutrition facts in a certain product, reading is
involved. From the medicine prescriptions given by doctors and physicians to the different
road signs and labels, reading is still involved. Indeed, it is a tough task for the teacher and
learners. Apparently, learners must be equipped with the necessary competence in the said
skill since it is essential in all aspects of life. If a child cannot make the sound of a letter, he
will not be able to combine sounds and he will make a difficult time in reading syllables as
well as in combining syllables to form words. Missing this crucial stage means missed
opportunities to take one step ahead in reading which may lead to learning gaps along the
way as the learners face new lessons and various learning experiences to be independent
readers.
A child’s reading skill begins with learning letter sounds which will happen to be easy
and possible for the learners if the teacher is abreast of the right and appropriate means of
teaching them. They can learn the sounds through listening and eventually imitate how a
particular letter sound is produced. Since the children's reading development is dependent on
their understanding of the alphabetic principle which refers to the idea that letters and letter
patterns represent the sounds of spoken language, the children will be able to learn that there
are predictable relationships between sounds and letters and will allow children to apply
these relationships to both familiar and unfamiliar words, and to begin to read with fluency
and independence. This phase happens during the kindergarten year where they are exposed
to different letter sounds and syllable construction and is followed by word formation in the
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next grade level. The learners start to form and read words on their own with the guidance of
their teacher and their parents at home.
The Covid-19 pandemic has caused every learner some noticeable gaps which must
be bridged and addressed to enable them to cope with the learning situation and the learning
modality as well. Reading became a more challenging task on the part of the teachers,
parents, and most of all, on the part of the learners because they did not have the opportunity
to develop their skills in reading through face-to-face class interactions. But with enough
will, there comes adaptable ways which really help the teachers in addressing the needs of the
learners, most especially the non-readers and struggling readers who also happened to have
difficulty in understanding lessons in different learning areas. The pandemic is a wake-up call
to all the learners, the parents, and the teachers on how important reading is and the school is
always looking forward to a competitive set of learners who are on for the challenge of the
new normal in our educational system. With its emergence, apart from the personal
challenges of the teachers and learners in implementing the K to 12 Curriculum in the new set
up of learning, the children are expected to be fully prepared in facing and in embracing the
new and improved norms of gaining knowledge in the modern world. The school must set a
standard by which the learners will abide to keep themselves on track of their progress as
well as to aim for improvement in all their skills, especially in reading.
The Department of Education has been very determined with its goal of producing
competitive learners who are also fluent readers, both in Filipino and in English with the
formulation of Deped Order No. 12 s. 2015 or the Guidelines on the Early Language,
Literacy, and Numeracy Program: Professional Development Component. It aims to
strengthen its reading program through the implementation of the Early Language, Literacy,
and Numeracy Program in line with one of the President’s Ten Point Basic Education
Agenda which states that “every child should be a reader by Grade 1”. The ELLN program
will develop in Filipino children literacy and numeracy skills and attitudes which will
contribute to lifelong learning. More specifically, it aims to improve reading and numeracy
skills of Kinder to Grade Six pupils, following the K to 12 Basic Education Curriculum, and
to establish a sustainable and cost-effective professional development system for teachers.
The said program will also give chance to every kind of learner to be exposed in a safe and
friendly learning environment with the aim of improving the capacity of learners to read
words, phrases, sentences, paragraphs and stories with enough fluency, speed, and
comprehension.
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The vision and mission of the school to improve the reading skills and ability of the
learners depends much on the persistence of the teachers to help them enhance their prior
knowledge and skills in reading. It is not a change that can happen overnight because it
requires time, attention, determination, commitment, and consistency. From the very
beginning, the school is always looking forward for better ways of reaching out to the
learners who are having a hard time in reading, in grasping the lessons in their modules, and
in doing their performance tasks in school and at home with accuracy and efficiency. It has
never been an easy task to teach a child to read abruptly especially for the Kindergarten and
Grade One teachers since there are so many factors that hinder their capacity to learn how to
read or to improve in reading and directly contributes to a child’s lack of interest in reading.
As the gaps become bigger, frustration on the part of the learners also get larger. As early as
possible, these gaps must be addressed to minimize the chances of getting poor performance
in Reading Assessments. It is better to think of endless possibilities that can intensify the
school’s aim in fostering love for reading because the more opportunities given to the
learners, the harder they will push themselves to be better readers who can comprehend what
they read and who can apply their learning in their everyday life. Apart from reading
competence, they can also enhance complex skills which they can use in more complicated
problems at home, in school, and in the community where they belong.
However, there are certain cases in Bulihan Elementary School by which some pupils
find it hard to read or cannot even read a single word. They were assessed, based on oral
reading assessments, as slow readers, very slow readers, struggling readers, and non-readers.
Unfortunately, these were the learners who also had a hard time in understanding lessons in
various learning areas. They were the students who were not equipped with the necessary
skills and competence in reading. The root of the problem lies in their inability to identify and
produce the sounds of letters as well as the lack of capacity to read short and simple words. It
makes the scenario worse when a learner cannot recognize even a simple vowel or consonant
sound. The researcher aimed to utilize an intervention program in reading among learners
from Grade One to Grade Six that can improve the reading level of the learners.
Project PHIL-IRI is a school-crafted intervention program which focused on the
enhancement of the reading level of the learners. Its objectives were (1) to revisit the status of
the learners’ reading performance in Filipino and English, (2) to determine the teachers’
perceptions on the activities involved in the project, (3) to evaluate the effects of the project
in enhancing the reading level of the learners, and (4) to create a plan of action or program
which can be used to maximize and strengthen the utilization of the project. The project
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seemed to be significant in enhancing the learners’ level of reading which would be

beneficial in acquiring other complex skills for the attainment of satisfactory academic
performance.
1.1 Review of Related Literature
Reading has always been a big deal for every academic institution, especially, public
schools, since time immemorial and even now in the 21 st century, the scenario seems to get
worse. Being a learning environment provider, the school must not lose hope in the battle
against illiteracy and incompetence and the teachers must not stop from finding appropriate
ways and adequate schemes to eradicate in the minds of the learners that reading is a
burdensome task along with other learning areas as English, Science, and Mathematics. The
school believes that for a child to have the ability to read, he must possess enough self-esteem
to avoid feeling restless and weak as he tends to encounter words that are hard to pronounce
or sentences that are so deep to comprehend. It is really a huge challenge on the part of the
teachers not just in the primary level but also in the intermediate level, but each teacher or
class adviser must be willing to embrace the challenge wholeheartedly.
Amin (2019) cited that reading is justified and is considered as the ultimate skill to be
used in collaboration at school and all over life. It is being given importance in the realm of
education sector. It is also considered as one of the most challenging areas, which requires
more attention in any education institution. It is not an easy task to become a good reader. For
this, first, learners need to set a goal for their reading. Good readers always have a purpose
for reading. But how can they have that purpose in reading if they cannot even read a single
syllable, word, phrase, or sentence. In this kind of situation, the learners seem to develop
anxiety towards reading and limitations to improve start to arise. The least thing that a learner
can do is to not pay attention to the activity that involves reading and
According to Raajitha (2019), reading a text is considered an important and
mandatory ability in English language learning situations for several reasons. A student at his
higher levels of learning spends a great deal of his time reading. For this, the student has a
need to put a conscious effort, understand and apply what is being learnt in academics.
Reading for academic purpose should be done not as a passive activity but to be done actively
which leads to the development of learning more. The learning process becomes more
challenging as and how the learning skill is developed. Reading is a skill that involves both
idea and thought. It consists of two important processes, recognizing the word and
comprehending it. Readers in general make use of their prior knowledge of the words,
vocabulary and grammar while reading a text. It is a skill that enhances the process of
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acquisition of language. It serves as good source for improving writing skills later and
learning the features of language. Reading a text is very helpful in academic situations
because an interaction is created between the reader and the text to understand it.
According to Rosier (2023), many people have trouble with reading. Reading well
takes time, patience, and practice. The most important thing to figure out is the purpose of
reading whether it is about looking at instructions to build furniture and studying a textbook
which are not the same thing. The moment that the learner knew his purpose in reading, the
teacher is now ready to employ the right strategy and technique to totally awaken the
learners’ love for reading and learning. The trouble in reading which was pre-identified at the
beginning of the School Year will be addressed according to the needs of the learners as well
as to their material preferences in reading. The guidance that the learners can get from the
people around them will contribute much as they take the initiative to learn how to read with
enough speed, fluency, and comprehension.
According to Egamberdiyevna & Mukhtoraliyevna (2023), primary school reading
classes have a special place in the educational system according to their nature, purpose, and
tasks. Because at its core are the foundations of literacy and moral-educational education.
That is why it is difficult to imagine the education of all other subjects without the education
of reading. It is a great feeling for the students to gain enough understanding of the lessons
being taught to them and this feeling will give them ample opportunities to do better in school
and to achieve utmost academic performance. It is very important to develop among the
learners their reading skill in a positive, precise, and pro-active manner for them to learn the
skill with ease, willingness, excitement, and diligence. It includes the ignition of their innate
love for reading which will be manifested in using reading materials that can figuratively
bring them to different places and offer them various learning experiences. Their love for
reading will enable them to learn other fundamental skills that can improve their way of
thinking, their attitude in dealing with activities, and their outlook in studying. This way, they
can express themselves more while interacting with their teachers, classmates, and even with
other people.
Young, et. al, (2022) cited that teachers can use the science of reading to engage
students in artful, engaging, and authentic instruction. Effective teaching must be a dynamic
process that requires agency and creativity, and teachers need to make artful shifts in teaching
based on the needs of students in specific contexts. Artful teaching can be integrated into
reading instruction and can increase students’ motivation and positive attitude towards
reading. It boils down to level of passion that a teacher must be able to enhance the reading
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skills of the learners with the consideration of their current level in reading as well as with the
learning gaps which must be addressed to develop their ability to progress independently and
achieve satisfactory results.
1.2 Statement of the Problem
This research study was undertaken to assess the effects of Project PHIL-IRI in
enhancing the reading level among the learners in Bulihan Elementary School for School
Year 2022-2023.

Particularly, it aimed to seek answer for the following questions:

 What is the status of the learners’ reading performance in:

 Filipino
 English
 What are the teachers’ perceptions on the different activities involved in Project
PHIL-IRI?
 Sounds Of Syllables (#SOS)
 World Of Words (#WOW)
 Phrase It Now (#PIN)
 Sentence Makes Sense (#SMS)
 Own The Paragraph (#OTP)
 What are the effects of Project PHIL-IRI in enhancing the reading level among
learners?
 Based on the findings of the study, what plan of actions or program can be used to
maximize and strengthen the utilization of Project PHIL-IRI?

2. Methodology
The researcher made use of the descriptive method of research to determine the
perception of the teachers towards the activities involved in Project PHIL-IRI as well as it
effects in enhancing the reading level among learners in Bulihan Elementary School.
The instrument used in data gathering was the researcher-made questionnaire which
consists of items regarding the 1.) Status of the learners’ reading performance in Filipino and
in English, 2.) Teachers’ perceptions on the different activities involved in Project PHIL-IRI,
3.) Effects of Project PHIL-IRI in enhancing the reading level among learners, 4.) Plan of
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action or program that can be used to maximize and strengthen the utilization of Project
PHIL-IRI.
Respondents of the study were the teachers/class advisers who are currently teaching
at Bulihan Elementary School. There were 15 respondents, drawn from the total population
of 18 teachers. Those 15 respondents have advisory classes from Grade One to Grade Six for
SY 2022-2023.
To give the researcher the much-needed direction in conducting the study, a research
paradigm was created. Using the System Approach, the researcher visualized and used the
specific processes in generating the accurate information needed for the study.
To evaluate the activities involved under Project PHIL-IRI as well its effects in the
reading level among the learners, the researcher used survey questionnaires to gather the
necessary data.
The result of this study was the plan of action or program to intensify the partnership
between parents and teachers. The entire procedure is presented in Figure 1.

INPUT PROCESS OUTPUT

A. Post Oral Reading Implementing

Assessment Results in Project PHIL-IRI
English and Filipino
Proposed Plan of
Action or Program to
Maximize and
Strengthen the
B. Teachers’ Determining the Utilization of Project
Perceptions on the Effects of Project PHIL-IRI
Different Activities PHIL-IRI in
Involved in Project enhancing the
PHIL-IRI reading level among
learners

FEEDBACK
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Figure 1: Research Paradigm

3. Results and Discussion
To determine the status of the learners’ reading performance, the teachers’
perceptions on the different activities involved in the project, and the effects of the project in
enhancing the reading level among learners, data were gathered from the survey through
questionnaires which were given to the respondents. The figures and interpretation presented
represents only the data from where the researcher conducted the study.
The researcher used seventeen teachers/class advisers in this study as respondents.
Their assessments were tabulated separately for analysis.

3.1 Status of the Learners’ Reading Performance

Table 1 presented the status of the learners’ reading performance in Filipino and
English for SY 2022-2023.

Table 1.1 Status of Learners’ Reading Performance in Filipino

As reflected on the table, 222 learners or 47.23% from Grade One to Grade Six, fell
on the Fast level of reading during the conduct of Post Oral Reading Assessment Results in
Filipino while there were 186 learners or 39.57% who were assessed as average readers. 42
learners or 8.94% fell on the slow level while 15 learners or 3.19% were assessed as very
slow readers. 5 Grade One learners or 1.06% fell on the struggling level of reading. The table
also showed that there were no cases of non-readers in Filipino for the said school year.

Table 1.2 Status of Learners’ Reading Performance in English

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As reflected on the table, 186 learners or 39.57% from Grade One to Grade Six, fell
on the Fast level of reading during the conduct of Post Oral Reading Assessment Results in
English while there were 152 learners or 32.34% who were assessed as average readers. 90
learners or 19.15% fell on the slow level while 24 learners or 5.11% were assessed as very
slow readers. 16 learners from Grade One and Grade Two or 3.40% fell on the struggling
level of reading. The table also revealed that there were no cases of non-readers in English
for the said school year.
According to Dougherty, et. al., (2019), formal and informal assessments can be used
to evaluate students’ strengths and needs in all components of reading. There is a need for
effective and engaging methods to be able to achieve targeted instruction and therefore
enhance the reading level of students.

3.2 Teachers’ Perceptions on the Different Activities Involved in Project PHIL-IRI

Table 2 presented the perceptions of teachers on the different activities involved in
Project PHIL-IRI such as World Of Words (#WOW), Phrase be With You (#PWY), Sentence
Makes Sense (#SMS), and Own the Paragraph (#OTP).
Legend:
WM – Weighted Mean VI – Verbal Interpretation
Scale:
3.50 – 4.00 Very Highly Effective VHE
2.50 – 3.49 Highly Effective HE
1.50 – 2.49 Effective E
1.00 – 1.49 Not Effective NE
Table 2.1 Sounds Of Syllables (#SOS)
Activities Average Score Verbal Interpretation
A. Syllable of the Day 3.72 VHE
B. Read the Syllable Aloud 3.83 VHE
C. Spell the Magic Syllable 3.65 VHE
D. Use the Syllable in a Word 3.50 VHE

The table revealed the activities involved in Project PHIL-IRI specifically in the
strategy, Sounds of Syllables (#SOS). The table showed that the activity Read the Syllable
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Aloud got an average score of 3.83 which is the highest among all the activities while the
activity Use the Syllable in a Word acquired the lowest average score of 3.50. All the
activities under the said strategy were considered Very Highly Effective.
Ehri (2020), cited that there is such a way that beginning readers learn to read words
in and out of text. Words may be read by decoding letters into blended sounds or by
predicting words from context, but the way that contributes most to reading and
comprehending text is reading words automatically from memory by sight.

Table 2.2 World Of Words (#WOW)

Activities Average Score Verbal Interpretation
A. Word of the Day 3.80 VHE
B. Read the Word Aloud 3.69 VHE
C. Spell the Magic Word 3.87 VHE
D. Use the Word in a Sentence 3.54 VHE

The table revealed the activities involved in Project PHIL-IRI specifically in the
strategy, World Of Words (#WOW). The table showed that the activity Spell the Magic Word
got an average score of 3.87 which is the highest among all the activities while the activity
Use the Word in a Sentence acquired the lowest average score of 3.54. All the activities under
the said strategy were considered Very Highly Effective.
According to Schwartz & Sparks (2019), there is more to reading than seeing a word
on a page and pronouncing it out loud. As such, there is more to teaching reading than just
teaching phonics. Reading requires children to make meaning out of print. They need to
know the different sounds in spoken language and be able to connect those sounds to written
letters to decipher words. They need deep background and vocabulary knowledge so that they
understand the words they read. Eventually, they need to be able to recognize most words
automatically and read connected texts with fluency.

Table 2.3 Phrase It Now (#PIN)

Activities Average Score Verbal Interpretation
A. Phrase of the Day 3.84 VHE
B. Read the Phrase Aloud 3.90 VHE
C. Spell the Magic Phrase 3.76 VHE
D. Use the Phrase in a Sentence 3.65 VHE
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The table revealed the activities involved in Project PHIL-IRI specifically in the
strategy, Phrase It Now (#PIN). The table showed that the activity Read the Phrase Aloud got
an average score of 3.90 which is the highest among all the activities while the activity Use
the Phrase in a Sentence acquired the lowest average score of 3.65 All the activities under the
said strategy were considered as Very Highly Effective.
Khan (2023) cited that good reading skills are not a requirement of just English, but
every other subject. If you can understand the text well, you can give a good performance.
And it will start with learning how to read words and phrases which will basically form
sentences and paragraphs.

Table 2.4 Sentence Makes Sense (#SMS)

Activities Average Score VI
A. Sentence of the Day 3.60 VHE
B. Read the Sentence Aloud 3.82 VHE
C. Spell the Magic Sentence 3.74 VHE
D. Do-It-Yourself Sentence (DIY) 3.86 VHE

The table revealed the activities involved in Project PHIL-IRI specifically in the
strategy, Sentence Makes Sense (#SMS). The table showed that the activity Do-It-Yourself
Sentence (DIY) got an average score of 3.86 which is the highest among all the activities
while the activity Sentence of the Day acquired the lowest average score of 3.60. All the
activities under the said strategy were considered as Very Highly Effective.
According to aacliteracy.psu.edu (2019), to read a sentence, the learners must track
through the sentence from left to right in the correct sequence potentially across multiple
lines of text. They should decode or recognize by sight, each word in the sentence and access
the meaning of each word.

Table 2.5 Own The Paragraph (#OTP)

Activities Average Score VI
A. Paragraph of the Day 3.87 VHE
B. Read the Paragraph Aloud 3.78 VHE
C. Pupil-Led Paragraph 3.63 VHE
D. Reading-in-Tandem 3.95 VHE
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The table revealed the activities involved in Project PHIL-IRI specifically in the
strategy, Own the Paragraph (#OTP). The table showed that the activity Reading-in-Tandem
got an average score of 3.95 which is the highest among all the activities while the activity
Pupil-Led Paragraph acquired the lowest average score of 3.63. All the activities under the
said strategy were considered as Very Highly Effective.
Paul & Elder (2014), cited that a purposeful skilled reading is important as well as lay
out methods by which close reading skills will be developed using the tools of critical
thinking. Developing these skills enables students to read for deep understanding, to properly
analyze and assess what they read, and to reason within the logic of an author. As readers
engage with the thinking of authors and uncover their assumptions and motivations, they
glean the most useful information from their written work.

3.3 Effects of Project PHIL-IRI in Enhancing the Reading Level among Learners
Table 3 presented the effects of Project PHIL-IRI in enhancing the reading level
values among learners.
Table 3 Responses on the Effects of Project PHIL-IRI in Enhancing the Reading Level
among Learners

Indicators WM VI Rank
1. Enables the learners to enhance fluency in 3.70 VHE 5
reading
2. Develops the comprehension level of the 3.79 VHE 4
learners
3. Ignites the learners’ genuine love for 3.48 HE 8
reading
4. Helps the learners in acquiring critical 3.40 HE 10
thinking skills
5. Improves the reading speed of the learners 3.92 VHE 2
6. Elevates the learners’ ability to spell 3.64 VHE 6
words correctly
7. Develops the learners’ skill in self- 3.55 VHE 7
expression and communication
8. Enhances the learners’ diction and proper 3.87 VHE 3
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pronunciation
9. Increases the learners’ phonemic 3.97 VHE 1
awareness
10. Widens the learners’ imagination and 3. 45 HE 9
reading horizons

Legend:
WM – Weighted Mean VI – Verbal Interpretation R – Rank
Scale:
3.50 – 4.00 Very Highly Evident VHE
2.50 – 3.49 Highly Evident HE
1.50 – 2.49 Evident E
1.00 – 1.49 Not Evident NE

Based on the table presented, increases the learners’ phonemic awareness got the
highest weighted mean of 3.97 and ranked 1 st as perceived by the respondents. Improves the
reading speed of the learners got 2nd in the rank with a weighted mean of 3.92 while enhances
the learners’ diction and proper pronunciation got 3 rd in the rank with a weighted mean of
3.87. Among the ten effects of Project PHIL-IRI presented on the tabulation, helps the
learners in acquiring critical thinking skills fell under rank 10 with a weighted mean of 3.40.
It is reflected on the table that most of the respondents considered it with the least impact to
the learners among all the said effects.
Heggerty (2020) cited that there are eight phonemic awareness skills in a revised
order to reflect on the progression of those important literacy skills. There is a progression
from early phonological awareness skills to basic phonemic awareness skills, and end with
the advanced phonemic awareness skills. Letter name and language awareness are two early
literacy skills that help the students in connecting what is learned through the oral phonemic
awareness lessons to decoding words in print. These connections will pave the way for better
reading experiences for the learners. Being the foundation for reading and writing English
(and other alphabetic languages), phonemic awareness must be acquired by the learner for
them to decode words and combine these words to form phrases and sentences which will
later be applied in reading paragraphs with reasoning, critical thinking, and other higher-order
thinking skills.
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3.4 Plan of Action or Program to Maximize and Strengthen the Utilization of Project PHIL-
IRI
Table 4 Plan of Action/Program
Activities Persons Time Frame Source of
Involved Fund
Strengthening and Upholding Prolific
Partnership with Regulation,
Organization, and Teamwork School Head, MOOE/
(SUPPORT) Teachers, and All Year School Fund
-This is an intensified Parent-Teacher Parents Round
Partnership which will be practiced to
maximize the utilization of Project
PHIL-IRI.
Providing Recognition and Awards to
Individuals with Satisfactory Effort
(PRAISE)
-This is a school-based activity which School Head, At the End of MOOE/
will be done to give recognition to Teachers, and Each Quarter School Fund
learners who consistently demonstrated Parents
improvement in their reading level or
skill.

4. Conclusions
The status of the learners’ reading performance in Filipino and English have improved
as shown in the Post Oral Reading Assessment Results. Most of the learners fell on the fast
level of reading in both language and there were no cases of non-readers during the conduct
of the reading assessment for the said school year. There were certain activities under Project
PHIL-IRI that can contribute to the enhancement of the reading level of the learners such as
Sounds of Syllables, World of Words, Phrase it Now, Sentence makes Sense, and Own the
Paragraph which were all considered as Very Highly Effective. Project PHIL-IRI has a huge
impact in enhancing the reading level among learners as magnified in its effects most
especially in increasing the learners’ phonemic awareness, in improving the reading speed of
the learners, and in enhancing the learners’ diction and proper pronunciation. The least
impact of the project was seen in helping the learners in acquiring critical thinking skills
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which must be also given enough priority towards the holistic development of the learners in
terms of reading.

4.1 Recommendations

The researcher recommends the use of a plan of action or program that can encourage
parents, teachers, and other school partners and stakeholders in working together as one
through intensified parent-teacher partnership as well as consistent recognition of children’s
effort to be able to strengthen the said project and totally contribute to the enhancement of the
reading level of learners. Furthermore, related study is recommended in the future.

5. References

5.1 Books

Young, et. al., (2022). Artfully Teaching the Science of Reading. (ISBN: 9781000575613,
1000-575616). Taylor and Francis

Dougherty, et. al., (2019). Assessment for Reading Instruction - Fourth Edition. (ISBN:
9781462541584). The Guilford Press. https://www.guilford.com

Paul & Elder, (2019). How to Read a Paragraph, The Art of Close Reading. (ISBN: 978-1-
5381-3382-8). Rowman and Littlefield Publishers. The Foundation for Critical Thinking
Thinker’s Guide Library Series. https://www.criticalthinking.org/

Heggerty, (2020). Phonemic Awareness: The Skills They Need to Help Them Succeed (Pre-
Kindergarten Version): A 35-Week Curriculum of Daily Phonemic Awareness Lesson
Plans. (ISBN: 1947260200, 9781947260207). Literacy Resources Inc.

5.2 Electronic Resources

Amin, (2019). Developing Reading Skills through Effective Reading Approaches. Inter-
national Journal of Social Sciences & Humanities (ISSN: 2545-420X) Posted on
January 15, 2019. https://www.ijssh.ielas.org/
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Raajitha, (2019). Significance of Reading Skills. Anveshana’s International Journal of

Research in Education, Literature, Psychology, and Library Sciences (ISSN: 2456-
3897) Posted on December, 2019. https://www.aijrelpls.org/

Rosier, (2023). How to Improve Your Reading Skills. Reading Improving Reading Skills
Posted and updated on February 28, 2023. https://wikihow.com/

Egamberdiyevna & Mukhtoraliyevna, (2023). Use of Modern Teaching Methods in Mother

Tongue Language and Reading Literacy Lessons of Primary Class. Web of Scientist:
International Scientific Research Journal (ISSN: 2776-0979) Posted on March, 2023.
https://wos.academiascience.org/

Ehri, (2020). The Science of Learning to Read Words: A Case for Systematic Phonics
Instruction. Reading Quarterly Research. Published on August 30, 2020. https:www.
Onlinelibrary.wiley.com/

Schwartz & Sparks, (2019). How Do Kids Learn to Read? What the Science Says. Reading
and Literacy. Posted on October 4, 2019. https://www.edweek.org/

Khan, (2019). Techniques for Improving Reading Skills. Posted on July 2, 2019. https://www.
toppr.com/

Light & McNaughton, (2019). Reading Sentences and Simple Stories. Literacy Instruction.
Posted on February 19, 2019. https://www.aacliteracy.psu.edu/