Wikaharian: Addressing the Learning Outcomes of Beginning Readers in Early Literacy Skills

Wikaharian: Addressing the Learning Outcomes
of Beginning Readers in Early Literacy Skills
BASA BILANG PILOT REPORT
SY 2020 - 2021
Suzeth L. Saavedra
Ivy Liezl H. Vinluan
Denise Allyson Beraña
Knowledge Channel Foundation, Inc.
October 2021

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Wikaharian: Addressing the Learning Outcomes of Beginning Readers in Early Literacy Skills
This is for all students, teachers, parents, school heads,
district leaders, researchers and content developers who participated
in Basa Bilang Pilot Study in SY 2020-2021.

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Abstract
The study aims to address the beginning readers’ learning outcomes in early literacy skills
by providing teachers with video lessons that target early literacy competencies and are designed
to help improve grade 1 pupils’ oracy, pre-reading skills and comprehension. Specifically, this
study provides data on the oral reading ability and reading comprehension levels of Grade 1
pupils, advantages of Wikaharian video lessons to their learning, and benefits of integrating
Wikaharian video lessons in instruction. The study employed a mixed method of research.
Qualitative measures were conducted to gather data on the oral reading abilities of pupils in one
group pretest-posttest and in quasi-experimental design. Survey method was administered to
determine the teachers’ perception on the benefits of Wikaharian video lessons in instruction and
parents’ perception on the advantages of Wikaharian to their child. Three research designs were
used in the study. A one-group pretest-posttest design was carried out with the select schools
from Sta. Rosa City. A case study design was implemented to a sample taken from the first group.
Lastly, a quasi-experimental design was implemented with the select school in Marikina City to
investigate the students’ abilities from the control and experimental groups. All study groups,
except for the control group, attended blended learning sessions integrated with Wikaharian video
lessons. After 15-20 weeks of exposing the learners to online distance learning sessions with
Wikaharian video lessons, the post-test results showed that difference between the pretest and
posttest means of those in one group pretest-posttest design was significant at p<0.05. The paired
samples t-test used with the case study group also revealed significant difference in some target
skills with p <0.05. The scores of select classes from experimental and control groups also yielded
significant difference in oral reading speed and comprehension. The results on survey with
teachers suggest that teaching Filipino lessons with Wikaharian is made impact in instruction and
for improving the students’ attitude towards learning. The data on survey with parents show that
Wikaharian helped improve their child’s reading abilities and attitude towards stories, reading,
and learning. These findings in the study suggest that students who attended Filipino classes
with Wikaharian video lessons acquired skills in oral reading and comprehension better than those
who were taught through purely modular instruction. Furthermore, it reveals that Wikaharian video
lessons are effective teaching-learning tools for the blended learning instruction. Hence, the
Wikaharian video lessons can address learning outcomes of beginning readers either in
synchronous or asynchronous sessions.

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TABLE OF CONTENTS
Title
Acknowledgment i
Abstract ii
Table of Contents iii
List of Tables v
List of Figures vi
I. INTRODUCTION
Background and Rationale of the Study 1
Statement of the Problem 3
Objectives of the Study 3
Significance of the Study 4
Limitations of the Study 4
II. RELATED LITERATURE AND CONCEPTUAL FRAMEWORK
Early Literacy Instruction 5
Oral Reading Ability 6
Reading Comprehension 7
Integrating Video Lessons in Instruction 7
Parents’ Role in their Child’s Literacy Development 7
Conceptual Framework 9
Definition of Terms 10
III. METHODOLOGY
Research Design 11
Research Participants 11
Sample Size 12
Sampling Procedure 12
Research Instruments 13
Data Collection 17
Data Analysis 20

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IV. RESULTS AND DISCUSSION
Results from Sta. Rosa City Study Groups 22
Group Pretest-Posttest Students’ Reading Abilities 22
Case Study Students’ Reading Abilities 22
Advantages of Wikaharian Video Lessons in Instruction 25
Advantages of Wikaharian Video Lessons on Students’ Learning 27
Results from Marikina City Study Groups 29
Quasi-Experimental Students’ Reading Abilities 29
Advantages of Wikaharian Video Lessons in Instruction 31
Advantages of Wikaharian Video Lessons on Students’ Learning 33
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 35
Conclusions 38
Recommendations 39
REFERENCES 40

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LIST OF TABLES
Table
1. Breakdown of participants from Sta. Rosa City and Marikina City 11
2. Assessment tools 13
3. Criteria for the oral reading levels 14
4. Criteria for reading comprehension levels 15
5. Phil-IRI oral reading profile 21
Results from Sta. Rosa City Study Groups
6. Difference between pretest and posttest oral reading level and
reading comprehension level 23
7. Pretest and posttest results of the case study group 23
8. Comparison between the mean scores of select students in
the case study group 23
9. Oral reading profile of select learners from the case study group 24
10. Modes of Wikaharian video lessons integration 25
11. Teachers’ perception on students’ improvements 27
Results from Marikina City Study Groups
12. Pretest and posttest results of the experimental group 30
13. Post-test abilities of experimental and control group 30
14. Description of post-test abilities of the experimental and control group 31
15. Modes of Wikaharian video lessons integration 32
16. Teacher’s observation on pupils’ improvements 33

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LIST OF FIGURES
Figure
1. Conceptual Framework 9
2. Percentage of students according to oral reading level 21
3. Percentage of students according to reading comprehension level 22
4. Learning competencies taught using Wikaharian 25
5. Benefits of Wikaharian in instruction 26
6. Types of support from the parents 28
7. Parents’ perception on the advantages of Wikaharian to their child 28
8. Quasi-experimental students’ grouping according to oral reading speed 29
9. Experimental students’ grouping according to reading comprehension 29
10. Learning competencies taught using Wikaharian 31
11. Benefits of Wikaharian in instruction 32
12. Types of support from the parents 33
13. Parents’ perception on the advantages of Wikaharian to their child 34

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INTRODUCTION
Background and Rationale of the Study
Reading is the process of decoding written or printed text and interpreting its meaning
based on the readers’ schema, and ability to evaluate and reflect. Beginning reading instruction
aims to develop pupils who can read or those who can construct and make sense out of printed
texts, and who will read, or those who appreciate reading and will actively engage in the act of
reading (Hermosa, 2002; Ocampo, 1997). Reading teachers must aim to nurture young learners’
genuine love for reading and books so that they will be motivated to read (Pado in Ocampo, 2008).
In Philippine K-12 curriculum, Kinder to grade 2 is considered the most crucial stage in
equipping children with early literacy skills. During such years, literacy instruction focuses on
building a strong foundation that allows every child to recognize and decode alphabet letters and
sounds, blend sounds together to form words, familiarize with the sound patterns of words,
develop automaticity in recognizing sight words, develop a rich collection of vocabulary words
from aural or visual sources, read and make meaning out of words, phrases and texts, understand
the function of books, develop appreciation for stories, and ac acquire language skills and use
the symbols of the language for written communication.
The Philippines has been consistently performing dismally in the reading component of
major local and international examinations. The Department of Education (DepEd)’s latest
Language Assessment Proficiency for Prinmary grades (LAPG) yielded unsatisfactory results,
with Grade 3 students scoring 56.49% for English and 62.79% for Filipino reading comprehension.
Meanwhile, UNICEF’s 2019 Southeast Asia Primary Learning Metrics Assessments (SEA-PLM)
showed that Filipino Grade 5 students were in the lower 50% of six participating countries, and
their writing reading and mathematice skills fell below age-appropriate levels. Results of the 2018
Program for Internationa Students Assessment (PISA) also revelaed how far behind the country
is in comparison to other participating countries, ranking 78th
out of 79 countries in Math and
Science and 79th
in Reading. Only 20% of Filipino students achieved at least the minimum
proficiency in reading and mathematics literacy.

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As the education landscape changed at the onset of Covid-19 pandemic, the Department
of Education (DepEd) mandated the schools to adopt alternative learning delivery modalities
based on the Basic Education Learning Continuity Plan (BE-LCP). District office leaders and
responded to the challenge by allowing schools with options on lessons delivery modality. District
office leaders and school heads determined the modality that best suits their students’ learning
needs, teachers’ capacity, and students and teachers’ access to technology. DepEd encouraged
the schools to deliver instruction through online distance learning, modular approach, radio-
television methods, and blended learning. The education sector sought assistance from the public
and private organizations to support such direction (Tupas & Laguda, 2020). With the existing
learning crisis and challenges posed by the pandemic, disadvantaged Filipino children became
even more vulnerable (UNICEF, 2020).
Given the urgent need to develop young Filipino learners’ foundational skills in literacy
and the education sector’s bid to assist schools, teachers, and learners in the new normal set-up,
the Knowledge Channel Foundation, Inc (KCFI) developed and implemented the Basa Bilang
(Read and Count) Project in select public schools in Sta. Rosa City and Marikina City for S.Y.
2020-2021. The Basa (Read) component of the said project aims to support Grade 1 learners by
providing video lessons and teacher training sessions in early Filipino literacy.
Visual media effectively captures the attention of its viewers as these increase the
learners’ motivation and enhance their learning experience. When education media rich with
visual stimuli are used in instruction, children display a stronger positive response in contrast to
traditional teaching and learning aids (Olube, 2015). KCFI produced video lessons under the
series called Wikaharian, aligned with Teaching Guides and Curriculum Guides Each unit
includes episodes that target different early literacy domains such as oral language, phonological
awareness, decoding, vocabulary, and comprehension. The video lessons also aim to develop
learners’ non-cognitive skills, including their appreciation for stories, practice of positive values,
and awareness of Filipino identity and culture. Each episode features a combination of colorful
illustrations and text, engaging songs, timed activities and games, read along of published short
stories, and a virtual teacher.

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Besides the provision of video lessons and conduct of teacher training, the other project
components include parent engagement, monitoring, and evaluation. The select Grade 1 classes
from the participating schools adopted an online distance learning with blended learning modality.
Students in these classes lack access to learning devices, reliable internet connection, and
adequate parent support.
To support students’ learning infrastructure, KCFI also worked with other private
organization to provide students with tablets, internet modems, technical training, story books and
data load allowance.
Statement of the Problem
In general, the study aimed to answer the following:
1. What is the oral reading ability and reading comprehension level of grade 1 public school
students?
2. What are the benefits of Wikaharian on teachers’ literacy instruction in Filipino?
3. What are the benefits of Wikaharian on students’ learning and attitude?
Hypotheses
1. Integration of Wikaharian in online distance learning will help improve grade 1 learners’
oral reading abilities i.e., word reading and reading comprehension.
2. Utilization of Wikaharian video lessons is advantageous for the teachers.
3. Viewing of Wikaharian episodes during asynchronous sessions will help make learners’
interested in stories and will help them gain positive attitude towards reading.
Objectives of the Study
The goal of this study is to support public elementary schools in their online distance learning
delivery and investigate the impact of Wikaharian video lessons integration in addressing the
learning outcomes of beginning readers. Specifically, it aims to gather data on the following:
1. The oral reading ability and reading comprehension of grade 1 students,
2. The benefits of Wikaharian on teachers’ literacy instruction in Filipino, and
3. The benefits of Wikaharian on students’ learning and attitude

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Significance of the Study
The insights that were gathered from engagement with school heads, teachers, parents,
and students; and the data collected from the study will:
1. Equip teachers on effective ways of integrating video lessons in their literacy instruction,
2. Provide teachers insights on the oral reading ability of their learners which they may be
used to inform instruction, and
3. Support parents with educational videos that are beneficial in developing their child’s
literacy and non-cognitive skills - positive values, Filipino identity, and interest in stories.
Limitations of the Study
Due to the challenges of teaching in the new normal, the pilot study activities like teacher
coaching, engagement with parents and pupils and conduct of treatment lessons, were
accomplished through virtual platforms. Some of the expected outcomes of the study were
hindered by the following:
1. Different pretest procedures were observed in both pilot areas and different pretest
instruments were used.
2. The teachers from Sta. Rosa City received a series training on teaching beginning reading
prior to the pandemic while the teachers from Marikina city were given an overview of the
early literacy domains and Wikaharian components through virtual platform.
3. The challenges in availability of internet connection account for the inconsistency in
students’ attendance in weekly sessions and decrease in the number of students who
completed the study.

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RELATED LITERATURE AND CONCEPTUAL FRAMEWORK
Early Literacy Skills Instruction
Learning to read is among the most important outcomes in primary grades instruction. A
child’s ability to integrate early literacy skills is fundamental to learning that entails development
of broader literacy skills, and to their future participation in the society (Briones, 2019).
DepEd has several initiatives to strengthen Filipino learners’ reading proficieny and
teachers’ literacy instruction through Every Child a Reader Program (ECARP) and Bawat Bata
Bumabasa (3Bs). Such is in response to the number of early grade learners who failed to meet
the learning standards in early language, literacy, and numeracy. Under the ECARP, schools
must intensify their reading program and advocacy to develop proficient readers at their grade
level, capacitate reading teachers, and reate a culture of reading in schools, communities, and
various levels of governance under DepEd.
Based on the DepEd Memorandum 173, an early literacy program should exhibit the the
“The Big Six” components, namely, oral language, phonological awareness, phonics, vocabulary,
fluency, and comprehension. Strategic beginning readers can integrate all component in reading.
The first of the six elements is oral language. It involves engaging children in increasingly complex
conversation that allows them to expand their vocabulary, improve the language structure they
use, develop confidence in the way they communicate, clarify their thinking, and deepen their
understanding of the world around them and tune into the sounds of the standard language. Next
is phonological awareness, it is the child’s ability to focus on the sounds of speech, divide syllables
into separate sounds and manipulate them to form new words. This is followed by phonics or
alphabetic principle which involves recognizing the relationship between letter and sounds,
recognizing the sound patterns in words, and blending sounds to decode words. Explicit
instruction of this domain is essential for teaching reading with beginning and struggling readers.
The fourth element that needs to be given attention to in a literacy program is vocabulary, which
is learned mostly through repeated exposure to new words in conversations, listening to stories,
by reading and through different media. If children can attach correct meaning to words that they
read in a text, then they will be able to understand the text according to the author’s intended
meaning and develop confidence to continuously engage in the reading activity. What comes after

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these rudimentary skills in the reading process is fluency. It is the child’s ability to read grade level
passages that sounds like a natural spoken language. It involves automatic and accurate
recognition of words, reading with appropriate phrasing, expression, and pace. Several studies
have proven that oral reading fluency has a strong correlation with comprehension. Beginning
and struggling readers need to be exposed to simple texts at their independent level to develop
their confidence and appropriate rate in reading. Finally, a literacy program must involve explicit
instruction of comprehension strategies. Effective readers understand their purpose in reading,
monitor their understanding as they read, integrate new information with schema, understand the
features of different text types, distinguish important from minor details, and use varied reading
strategies to cater to their need, make predictions and evaluate as they read. The presence of
such components in an early literacy curriculum and its delivery through an integrated approach
and explicit instruction leads to better learning outcomes.
Oral Reading Ability
Oral reading comprehension happens when child automatically recognize words, attaches
correct meaning, and reads with appropriate phrasing, pacing and prosody. According to Rasinski
T., Blachowicz, C. & Lems, K., (2006), a child must recognize the words and its meaning quickly
and easily for them to read a text aloud. Fluency plays an important role in becoming a good
reader (Hammond, et al., n.d. as cited in Recamara 2018). Children who read accurately, quickly
and in meaningful phrased units perform better in reading assessments, show positive attitudes
toward reading, and are more likely to read for pleasure.
The 2018 Philippine Informal Reading Inventory (Phil-IRI) provides the framework and tool
to measure children’s oral reading proficiency in English and Filipino. By combining the students’
word recognition and comprehension scores, Phil-IRI generates an oral reading profile described
as independent, instructional or frustration level.
Oral reading at independent level means that the reader functions on their own with an
almost perfect oral reading and comprehension. Students with oral reading in instructional level
profit the most from teacher directed instruction and those in frustration level find the reading
materials so difficult that they cannot successfully respond to them (Flippo 2014, as cited in DepEd
2018).

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Reading Comprehension
Reading comprehension is demonstrated when the readers has adequate decoding skills,
linguistic comprehension (Hoover & Gough, 2002) and commonalities with the reading material
(Durkin, 2004, as cited in Ocampo, 2008). Decoding refers to adequate word recognition while
language comprehension refers to the ability to process lexical information and the intended
meaning (Hoover & Gough, 1990 as cited in DepEd 2018). When a child reads, they should be
able to connect to the plot, characters, ideas and message in the text with what they already
know. The amount of overlap between what the text conveys and what the reader knows
determines the success or difficulties in reading (Ocampo, 2008).
Integrating Video Lessons in Instruction
Videos are a form of multimedia that simultaneously conveys information through aural
and visual means. The animations, verbal cues and visual cues communicate simultaneous
learning modalities that connects the learners to the material through multiple entry points
(Gardner 2006, as cited in Nenjerama, 2015). Visual media can also connect to learners’ non-
cognitive domains such as their motivation. When this happens, favorable cognitive learning takes
place (Cruse, 2006). According to Olube (2006) children are attracted to audio-visual learning
because it promotes and increases skills acquisition, interest, listening ability, recall and retention
of the subject matter.
Teaching with video lessons is beneficial for both the learners and the educators. Video
lessons and its multisensory approach enhance the quality of teaching and learning experience,
thereby improving learners' performance and achievement. Such collective experience increases
the learners’ proficiency in digital literacy and communication which are very important skills in
21st
century learning.
Parents Role in their Child’s Literacy Development
Children’s capacity to learn, use and integrate different skills to interact with a printed text
is determined by the scope of literacy activities they are exposed to, the richness of literacy
materials at home, and the parents’ commitment to support his learning, prior to their entry to a
formal literacy learning set up. Teachers and parents must share responsibilities in honing
children’s reading skills, inculcating interest for stories and books, equipping them for higher order
thinking skills, and teaching essential life lessons from stories. Literacy empowers an individual

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to interact with his immediate environment and eventually contribute to the improvement of society
(Ocampo 2014, as cited in Echaure, 2017), and it is best achieved when collaboration is
established between school and home.
Clark’s (2007) research on the impact of parent support to a child’s literacy development,
showed that children’s involvement in reading activities at home positively influenced in reading
achievement, language comprehension and expressive language skills. Family background such
as social class, family size, and level of parental education is not necessarily a deterrent to child’s
learning. Parents’ involvement in reading practice is a major factor that accounts for a child’s
educational success. The earlier parents become involved in their children’s literacy practices,
the more profound and lasting the effects on children’s learning (Flouri & Buchanan, 2004; Mullis,
Mullis, Cornille et al; as cited in Clark, 2007).
Strengthening home to school connection is an important variable in building children’s
motivation to learn, confidence to actively participate in the learning process, resilience from
difficulties in learning new and complex topics, flexibility in connecting with classmates and
teachers, and independence to accomplish school tasks. According to Nierva (2009, as cited in
Bartolome, 2017) children perform better academically when provided with opportunity to learn
from both the home and school.

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Conceptual Framework
Delivering reading lessons to beginning readers with strong emphasis on word reading
skills encompassing phonemic awareness, phonics, and vocabulary is necessary to develop
children’s in reading comprehension. The study proposes that integrating Wikaharian, a series of
animated, visually appealing video lessons with early literacy components in instruction will help
improve the grade 1 pupils’ oral reading speed, reading comprehension; and will tap their interest
in stories and improve their attitude in reading.
Figure 1. Conceptual Framework
Wikaharian video lessons will help improve oral reading abilities
and create interest in short stories and reading
•Synchronous sessions
with Wikaharian with the
teachers
•Asynchronous sessions
with Wikaharian with
parents /guardians
Wikaharian
Integration
•Better oral reading
speed and reading
comprehension
•Interest in short stories
and positive attitude in
reading
Improvement in
reading abiities
and attitude

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Definition of Terms
1. Oral reading profile - Phil IRI 2018 guide was adapted to describe the reading abilities of
select pupils from the case study group. Based on the guide, an individual students’ oral
reading profile is measured by combining their scores in word reading and
comprehension. Depending on their scores, their oral reading abilities may be described
as independent, instructional and frustration.
2. Oral reading speed - The quantitative data for this variable was gathered only from the
select pupils in the case study group. Such is measured first by conducting a running
record for each students, the computing the word accuracy score or the number of words
correct per minute. The qualitative data for this variable was gathered from the participants
of one group’s pretest-posttest and quasi experimental study. See page 14 for the
description of each level.
3. Reading comprehension levels - This variable was measured using qualitative and
quantitative criteria which describes the students’ comprehension levels as independent,
instructional and frustration. See page 14 for the definition of each level.
4. Word reading score - The score for this variable is measured by deducting the number of
miscues or words read incorrectly and without self-correction to the total number of words
in the passage. See page 20 for the formula.

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METHODOLOGY
Research Design
The study employed mixed method of research. Qualitative measures were conducted to
gather data on the oral reading abilities of pupils in one-group pretest-posttest and in quasi
experimental design in pretest and post-test. Survey questionnaires were administered to
determine teachers’ perception on the use of Wikaharian in instruction and parents’ perception
on the advantages of Wikaharian for child. Quantitative measures were then used to analyze the
reading abilities of students in the case study group and the post-test reading comprehension
abilities of the pupils in the other groups.
Three research designs were used in the study. A one-group pretest-posttest design was
implemented for the study conducted with select schools from Sta. Rosa City. Such design shall
determine the effect of a treatment or intervention to the research samples without an introduction
of a control group (Mertens, 2005). Within this design, the effect of the independent variable or
the use of Wikaharian is measured by the difference of the scores in both tests.
A case study design was implemented to a sample group taken from the select Sta. Rosa
City schools. Detailed assessments were administered in the pretest and post-test to gather
further information on the pre-reading skills and oral reading abilities of select research
participants.
Lastly, a quasi-experimental study design was used for the select schools from Marikina
City to determine the difference between the performance of the experimental and control group
in the post-test. Pretest and posttest assessments were also administered to all participants
Research Participants
Profile
The participants in this study are grade 1 teachers and learners from Sta. Rosa City and
Marikina City. The teachers have different profile in terms of number of years in teaching, degrees
attained, trainings completed, and teaching position. Most of them had more than 10 years of
teaching elementary students while a few had had 2-5 years of teaching experience.
The grade 1 learners are from public elementary schools who mostly came from middle
to lower income households. They have varied literacy background, with limited decoding skills.
They also lack interest for books and reading, and most do not have study habits at home. Most

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of them also did not have desktop or laptop computers. They access the internet mostly through
data packages.
Sample Size
The project was initially designed to cater to 18 public elementary schools in the Division
of Sta. Rosa City, Laguna in AY 2019-2020. However, due to the challenges caused by the
pandemic, the research was constrained to a smaller population of select schools in Sta. Rosa
City and Marikina City. The number of grade 1 participants and teachers in each area is presented
in Table 1.
Table 1. Breakdown of participants from Sta. Rosa City and Marikina City
Area Design Schools Teachers Classes Students
Sta. Rosa City
One group
pre-posttest
3 5
5 102
Case Study N/A 12
Marikina City
Experimental
3
3 3 91
Control 3 3 77
A total of 102 students from 3 schools in Sta. Rosa City comprised the one group pre-
posttest sample and 12 students from these classes joined the case study group. In Marikina City,
91 students made up the experimental group and 77 students from these classes joined the
control group. The control group received purely modular instruction while the others (i.e., one
group pretest-posttest, case study, and experimental) attended online distance sessions
integrated with Wikaharian video lessons.
Sampling Procedure
Clustered sampling and convenient sampling were employed in the research. The
researchers worked with the Schools Division of Sta. Rosa City and Marikina City to identify
schools that shall be part of the study. The sampling methods employed in the study were
clustered and convenient. In clustered sampling method, the grade 1 classes were organized for

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the purposes of the study. The researchers collaborated with the leaders of the Schools Divisions
of Sta. Rosa City and Marikina City to help them identify schools that shall be part of the study.
Then, the school principals of the selected schools appointed grade 1 teachers who was willing
to adapt blended learning modality in online distance sessions. The pupils from these selected
classes are called the clustered samples. These were classes with teachers and parents who
signed up for blended learning modality instead of purely modular instruction.
The other sampling procedure that was administered was convenient method. This was
observed when the case study group was created. The parents of these pupils volunteered for
their child to be part of the group. This method was also employed for the control group from
Marikina City. The teachers of these classes involved parents who expressed willingness to have
their child take the pretest and post-test.
Research Instruments
The instruments used in the study were informal reading assessments, Wikaharian video
lessons, class observation checklist, and survey questionnaire.
Table 2. Assessment Tools
Administered to PRETEST POST TEST
One group pretest-
posttest
Sta. Rosa City
Developed by teachers from Sta.
Rosa:
• From teacher 1 - a grade level
passage with 5
comprehension questions
• From teacher 2 - measures
pre-reading skills and includes
a passage for oral reading but
does not include
• From teacher 3 - targets
vocabulary, structure of
language and phonics
Developed by the researchers
• Was designed to measure
phonics, oral reading
ability and reading
comprehension.
• Featured 1 grade level
passage with 5

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Case study group
from Sta. Rosa
City
Developed by a reading expert
and was modified by researchers
to include part B.
• Part A includes test items that
measure pre-reading skills
• Part B has the same tool used
with pupils in the quasi-
experimental study
Same assessment tool as the
pretest
Experimental and
Control group
Developed by EPS in Filipino,
DepEd Marikina
• Measures oral reading level
and reading comprehension
Includes two passages with 5-
comprehension questions each
Approved by EPS - Filipino
from DepEd Marikina
• Includes a passage and
questionnaires from the
pretest
Includes two passages with 5-
comprehension questions each
Table 3. Criteria for the Levels of Oral Reading Speed
Level
Qualitative Criteria
(adapted from DepEd 2018)
Quantitative Criteria
(Gillaco, 2014)
Fast
decodes words with minimal
effort and reads more words
correctly per minute
these are pupils who accurately
read 70 words and above per
minute
Average
lacks ease in decoding, takes
longer pauses and has less
word accuracy
reads 31-69 words correctly
Slow
decodes by letter and syllable,
indicated by frequent pauses
and longer hesitations
decodes 30 words and below in
a minute

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Table 4. Criteria for Comprehension Levels
Level
Qualitative Criteria
(adapted from DepEd 2018)
Quantitative Criteria
(DepEd 2018)
Independent
the level at which readers
function on their own with
almost perfect oral reading
and excellent comprehension
these are pupils who correctly
answered 80-100% of the
Instructional
the level at which readers
profit the most from teacher
directed instruction in reading
those who correctly answered
59-79% of the comprehension
test items
Frustration
the level at which readers find
reading materials so difficult
that they cannot successfully
respond to them
those who scored 58% and
below in the comprehension
test
Wikaharian Video Lessons
Production
Wikaharian, a video series for beginning and developmental reading in Filipino, aims to
facilitate effective and engaged learning of Grade 1 learners. The video production involves studio
shoot, video editing, scoring, drawing, coloring and animating the graphic design requirements,
previewing of video cuts, and conducting evaluation with teachers and students. The episodes
are a combination of animations, motion graphics and live spiels. Each episode covers the grade
level learning competencies, and follows the daily budget of work as indicated in the Curriculum
Guide and learners’ materials released by DepEd. The text in stories and poems published in the
Learning Modules and teacher guides were transformed into video format.
Distribution and Classroom Use
A series of teacher training sessions on beginning reading and use of Wikaharian video
lessons were conducted with the participants from the Division of Sta. Rosa City. The select
teachers from the Division of Marikina City only received training on the use of Wikaharian video

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lessons for instruction. All of them were given access to Wikaharian video lessons, in video link
form, so that they may integrate such in their Filipino reading lessons. The teachers also shared
the video links to their class before and after their online session, which is scheduled either once
a week or every other week.
Classroom Observation Checklist
The teachers were provided with a Classroom Observation Checklist to guide their
conduct of Filipino classes using Wikaharian. The said checklist contains three section namely,
1) Overall lesson delivery, 2) Video lessons integration and 3) Class management and
engagement with statements to be ranked in a 4-point Likert Scale according to following levels:
3 - Highly observed, 2 - Moderately observed, 1 - Slightly observed and 0 - Not observed.
Online Survey Questionnaires
The online survey questionnaires for teachers and parents were developed by the
researchers and reviewed by a reading expert.
Survey with Teachers
To complement the Classroom Observation Checklist, the survey questionnaire for
teachers gathered more information on their experience in using the Wikaharian video lessons in
their Filipino classes.
Survey with Parents
The survey questionnaire for parents was divided into three parts namely, 1) Viewing
frequency, 2) Viewing checklist and 3) Experience with Wikaharian.

17
Data Collection
The data gathering for both pilot areas were accomplished withih the S.Y. 2020-2021. The
activities for Sta. Rosa City and Marikina city started in November 2020 and January 2021
respectively. The steps undertaken in gathering data for assessment and surveys are discussed
below.
Students Assessment
Administration of the pretest instruments
The teacher participants from the one group pretest-posttest, experimental group and
control group administered the pretest to their students. As for the case study students, the pretest
was facilitated by the researchers. The recorded pretest sessions of the case study group were
then reviewed, analyzed, and scored.
Data encoding and collation
Score sheet templates were developed in Google sheets. The links to these sheets were
sent to the teachers from both pilot areas for them to encode the individual scores or description
of each student’s oral reading level and reading comprehension. The scores of the case study
group were encoded and summarized in Google sheets by the researchers.
Conduct of the midyear assessment
One class from each pilot area was selected to participate in the midyear assessment.
The goals of the exercise were to 1) explore the best possible means in administering the post-
test assessment in virtual platform, 2) examine the design and appropriateness of the posttest
tool, and 3) test and improve the guidelines for post-test administration.
Consultations for the post-test tools and guidelines
Separate meetings to discuss the posttest tools and guidelines were arranged with KCFI’s
reading expert and the Marikina City EPS in Filipino. Through these consultations, it has been
agreed upon that a parallel tool for post-test will be used and the tool will be tested to a class prior
to the posttest.

18
Dry run of the post-test tool
The posttest tool developed for experimental and control group in Marikina City was tested
in a Grade 1 class in Sta. Rosa City. Then, the tool was revised according to the insights gained
from this activity.
Orientation and scheduling of posttest
A 3-hour block was reserved for the posttest of each class, based on a schedule that is
most convenient for their students. The scheduling and posttest orientation were directly
coordinated with the parents and guardians.
Administration of post-test
In collaboration with the teachers and parents, the posttest in both pilot areas were
conducted via Google Meet. The teachers informed the parents or guardians about the schedule
and guidelines to follow during the posttest. The parents made sure that the kids were able to log
in and sign up for attendance, follow the test directions and accomplish the two parts of the test.
The researchers facilitated the posttest administration, accomplishment of the secnd part of the
test via Google Forms, recording of the session, and coordination with teachers on the schedule
of make-up tests.
Collection of data and review of recorded posttest session
As was practiced after the pretest, the teachers encoded the description of their students’
oral reading level and reading comprehension in the score sheets. The students’ scores in each
test were collected and organized in an Excel sheet. Once the test scores and description s from
the teachers were completed, the posttest recordings were reviewed to validate and modify as
needed, the scores of students who received assistance in answering the test items. The
researchers also conducted a running record and documented the time spent by each students
in reading the passages aloud. A running record provides scores for word reading accuracy, a list
of the students’ errors, self-corrections and decoding strategies used.
Aggregation and analysis of data
The test scores and description of the students’ reading abilities were tabulated in
separate Excel sheets for further analysis.

19
Teachers and Parents Survey
Development of the questionnaires
The initial questionnaire for teachers and parents had items on students’ profile, viewing
frequency, specific lessons viewed, and favorite storybooks. Both questionnaires, which had a
checklist, multiple choice questions and open-ended questions were developed using Google
Forms.
Revision and distribution of the questionnaires
The questionnaires were reviewed by a reading expert and revised to include questions
about the advantages of Wikaharian video lessons on students, teachers familiarity with the
Wikaharian video lessons, changes in students’ behavior, and feedback on overall experience.
The links were then distributed to the teachers and parents’ responses.
Collection, collation, and summarization of data
Survey responses were collected from the Google Forms and collated in a separate Excel
sheet. Results on specific questions were summarized and processed to determine the
frequencies and trends in the teachers’ and parents’ responses.
Gathering supplementary data with teachers
Teachers were requested to answer additional questions on the advantages of Wikaharian
in instruction through direct messages.
Collation and analysis of supplementary data
The responses to the additional questions for teachers were again collated and analyzed
using another Excel sheet.

20
Data Analysis
Oral Reading Level
The students’ oral reading levels were analyzed based on Phil-IRI Guidelines, as shown
in Table 3. Numeric values were assigned to each oral reading level (i.e., 3 - fast, 2 – average,
and 1 – slow). Computations and descriptive analysis were accomplished to show the number
and percentage of learners according to the oral reading level. A paired samples t-test of these
values was generated to check if the difference between the pretest and posttest was significant.
Reading Comprehension Level
The pretest and posttest reading comprehension level of students were described
following the rubrics shown in Table 4. Numeric values were assigned to each reading
comprehension level (i.e., 3 – independent, 2 – instructional, and 1 – frustration). The frequency
distributions were calculated using an Excel sheet. Descriptive analysis for mean, MPS and
standard deviation, and paired samples T-test were also applied.
The same terms were used in the post-test but was modified to adapt the criteria provided
in Phil-IRI 2018 manual. In the guide, reading comprehension level on a passage is considered
independent if the pupil answers 80-100 % correct in the comprehension questions, it is described
as instructional if the student answered at least 59-79% correct, and frustration if the score is 58%
and below.
Case Study Data
The abilities of students from the case study group were measured using a tool to
determine their pre-decoding, decoding and reading comprehension skills. The students’
performance in the convention of print, letter knowledge, phonological awareness, spelling, and
writing items or subtests were computed following the scoring guidelines in the assessment tool.
The group’s mean reading comprehension level, MPS, and paired samples t-test in both tests
were computed using Excel formulas.
Oral Reading Profile of Select Students from the Case Study Group
Further analysis of the case study group’s data was conducted by isolating scores of three
students. These learners were selected based on their progress (i.e., most improved, moderately

21
improved, and slightly improved). The students’ oral reading profile were computed according to
Phil-IRI’s scoring guide and formula for word reading and comprehension. A running record was
done to determine the number of words read correctly in a passage. Finally, the formula below
was applied to compute for the word reading score.
A formula based on the Phil-IRI criteria was devised to describe the oral reading profile of
each student.
Table 5. Phil-IRI Oral Reading Profile
Oral Reading Level Word Reading Score (in %) Comprehension Score (in %)
Independent 97 - 100 % 80 - 100 %
Instructional 90 - 96 % 59 - 79%
Frustration 89 % and below 58 % and below
Analysis of Survey Responses
The data gathered from the survey with teachers and parents were summarized by
calculating the percentage of population based on responses and mean scores. The percentages
were visually presented using bar graphs.
number of words – number of miscues
number of words
x 100

22
RESULTS AND DISCUSSIONS
One Group Pretest-Posttest Students’ Reading Abilities
In Figure 2, the percentage of students who were fast readers increased from 23% in
pretest to 52% in the posttest. This implies that those who were slow readers in the pretest have
attained either an average or fast oral reading level at the end of the study.
Figure 2. Percentage of students according to oral reading level
In Figure 3, the percentage of students with independent reading level increased from
25% in the pretest to 80% in the post-test. The percentage of those with reading comprehension
in instructional and frustration levels decreased in the post-test. This decrease indicates that those
who used to be in these levels were promoted to independent level.
Figure 3. Grouping of students according to reading comprehension level
23%
30%
47%
52%
37%
11%
0%
20%
40%
60%
Fast Average Slow
Oral Reading Level
Pretest Posttest
25%
35% 40%
80%
7% 13%
0%
20%
40%
60%
80%
100%
Independent Instructional Frustration
Reading Comprehension Level
Pretest Posttest

23
Table 6. Difference between pretest and posttest oral reading and reading comprehension level
The group’s MPS in oral reading level and reading comprehension level both increased in
the posttest. The difference between these means were both significant with p< 0.05. Both the
descriptive and inferential data suggest that the online distance learning sessions using
Wikaharian had a positive impact on students’ decoding and comprehension skills.
Case Study Students’ Reading Abilities
Table 7. Pretest and posttest results of case study group
Table 7 shows that the mean scores of the case study group in all target skills areas
improved in the posttest. The differences between the scores in letter knowledge and phonemic
awareness, spelling, writing and convention of print and reading comprehension were significant
with p = <0.05.
Variables
MPS
t stat P
Pre Post
Oral Reading Level 58.9 80 6.7 0.00
Reading Comprehension Level 61.7 88.9 6.6 0.00
Target Skills
Mean
t stat p
Pre Post
Convention of Print 11.1 12.8 1.25 0.24
Letter Knowledge 5.4 6 1.00 0.34
Letter Knowledge & Phonological Awareness 8.8 12 2.35 0.04
Spelling 8.4 15.2 2.94 0.01
Writing & Convention of Print 28.4 43.8 2.24 0.03
Reading Comprehension 3.5 5.8 2.43 0.03

24
Table 8. Comparison between the mean scores of select students in the case study group
In Table 8, the mean scores of Student A in convention of print, spelling, writing and
convention of print, and reading comprehension are higher than that of the group’s average in the
post-test. The mean scores of Student A and C in letter knowledge, and phonological awareness
are equal to the group’s post-test mean scores.
Table 9. Oral reading profiles of select learners from the case study group
Students Test
Word Reading
Reading
Comprehension
Oral Reading
Profile
% Description % Description
A
Pre 90.36 Instructional 30 Frustration Frustration
Post 96.39 Instructional 70 Instructional Instructional
B
Pre 86.75 Frustration 10 Frustration Frustration
Post 90.36 Instructional 50 Frustration Frustration
C
Pre N/A Non-Reader N/A Non-Reader Non-Reader
Post 79.52 Non-Reader 90 Independent Instructional
Target Skills
Mean
Post-test Mean
of Select Learners
Pre Post A B C
Convention of Print 11.1 12.8 13 13 13
Letter Knowledge 5.4 6 6 6 6
Letter Knowledge & Phonological Awareness 8.8 12 12 12 12
Spelling 8.4 15.2 18 18 12
Writing & Convention of Print 28.4 43.8 48 27 52
Reading Comprehension 3.5 5.8 7 5 9

25
Table 9 shows that the oral reading profiles of Students A and C improved in post-test.
Both students had higher scores in word reading and reading comprehension. The oral reading
profile of Student A improved from frustration in pretest to instructional level in post-test. While
the oral reading profile of Student C improved from non-reader level to instructional level in the
post-test.
Advantages of Wikaharian in Instruction
Delivering lessons using multimedia encourages participation and enhances the overall
learning experience of the students. Wikaharian video lessons served as one of the teachers’
resource materials in facilitating synchronous online classes. Figure 4 shows the learning
competencies that teachers taught using Wikaharian video lessons.
Figure 4. Learning competencies taught using Wikaharian
In Figure 4, all of the teachers noted that they used Wikaharian video lessonsin teaching
competencies in phonological awareness, oral language, vocabulary, listening comprehension
and writing and spelling. The teachers found the Wikaharian video lessons helpful in enhancing
the learners’ basic reading skills. For the more complex competencies like reading
comprehension, structure of language (grammar) and study strategies, 80% of the teachers used
the Wikaharian video lessons.
0% 20% 40% 60% 80% 100%
Pagpapahalaga sa Wika at Panitikan
Kaalaman sa Aklat at Limbag
Stratehiya sa Pag-aaral
Kayarian ng Wika
Pag-unawa sa Binasa
Pagsulat at Pagbaybay
Pag-unlad ng Talasalitaan
Wikang Binibigkas
Kamalayang Ponolohiya
Competencies taught using Wikaharian

26
Table 10. Modes of wikaharian video lessons integration
In general, teachers integrated Wikaharian episodes at the beginning, middle or near the
end of each lesson. The frequencies of their use and the corresponding modes are presented in
Table 10. The teachers always used the Wikaharian video lessons in engaging students through
short stories and in giving additional examples about a topic or skill.
Modes of Integration Mean
A. Conducting a lesson review 3.6
B. Discussing a topic or skill thoroughly 3.8
C. Engaging students in short stories 4.0
D. Giving examples aside from those in the learning module 4.0
E. Enhancing a topic or skill through games or activities 3.6
Rating: 4 - Always 3 - Sometimes 2 - Rarely 1 - Never
The other modes of integration also received a rating equal to 4 or always.
Figure 5 shows that most of the teachers found the Wikaharian videos useful in teaching
reading skills in Filipino and in engaging or motivating the learners in the lessons. Forty percent
(40%) expresses that the video lessons can be used to inculcate positive values.
Figure 5. Benefits of Wikaharian in instruction
20%
40%
60%
60%
Serve as visual materials
Inculcates values
Motivates / engages the learners in the lessons
Useful in teaching reading skills in Filipino
Benefits of Wikaharian in Instruction

27
Advantages of Wikaharian on Students’ Learning
The improvement of the students’ reading skills and attitude from the treatment sessions
were also observed in this study. Table 11 shows the summary of the teachers’ observation on
the level of improvement that their classes achieved at the end of the study.
Table 11. Teachers’ perception on students’ improvements
Beginning Reading Skills and Attitude Mean
A. Nakikilala ang mga titik at tunog ng alpabeto. 4
B. Nabibigkas ang mga tunog ng alpabeto. 3.8
C. Nababasa at nauunawaan ang mga pangkarinawang salita o parirala. 3.4
D. Nababasa ang payak na pangungusap nang may pang-unawa. 3.6
E. Natuto ng bagong salita (talasalitaan) mula sa Wikaharian. 3.8
F. Interesado sa pakikinig ng maikling kuwento. 4
G. Natutukoy ang mga mahahalagang detalye ng kuwentong napakinggan. 3.4
H. Nakakapagbaybay ng mga pangkaraniwang salita. 3.6
Rating: 4 - Outstanding 3 - Proficient 2 - Developing 1 - Beginning
On the average, the teachers observed outstanding improvement from their pupils in terms
of their ability to (A) recognize the letters and sounds of the alphabet, (B) produce the sounds of
the letter, (E) learn new words, (F) gained interest in listening to stories, and (H) spell simple
words. In terms of skills in (C) reading and understanding words and phrases and (G), identifying
details of the stories listened to, the students’ improvements are described as proficient.
The researchers sought the support of parents or guardians in monitoring and
encouraging the students viewing of the Wikaharian lesson videos at home asynchronously.
Figure 6 shows the types of support that the students received from their parents and guardians.

28
Figure 6. Types of support from the parents
Figure 6 suggests that parents found it necessary for them to allot time to monitor their
child’s viewing of the Wikaharian video lessons and to help them understand the lessons. Such
finding is consistent with the studies presented earlier, showing that parent support in their child’s
learning in the primary years make an impact in child’s interest to learn, in acquiring skills, and
overall success in school.
Figure 7. Parents’ perception on the advantages of Wikaharian to their child
In Figure 7, 61% of the parents noted that at the end of the study, their child’s reading
skills have improved, 56% noted that their child learned new words and 53% acquired positive
values. In terms of gaining behavior, 50% observed that their child gained interest in studying
while 47% expressed that their child displayed interest in reading.
17%
36%
50%
53%
61%
64%
0% 10% 20% 30% 40% 50% 60% 70%
I let my child watch on his own.
I help my child accomplish the activities.
I check on my child after he watched the…
I watch Wikaharian with my child.
I teach my child how to read.
I explain the topic to my child.
Types of Support from Parents
0%
28%
36%
47%
50%
53%
56%
61%
No Benefits At All
Established Regular Studying Schedule
Improved Study Habits
Gained Interest in Reading
Gained Interest in Studying
Learned Positive Values
Learned New Words
Improved Reading Skills
Advantages of Wikaharian Video Lessons

29
Quasi Experimental Group Students’ Reading Abilities
Figure 8 shows that the percentage of students whose oral reading speed was slow and
average both decreased in post-test with 24% in slow and 32% in average levels. These dipped
is supported by the 44% of learners who were described as fast readers at the end of the study
Figure 8. Quasi experimental students’ grouping according to oral reading speed
In Figure 9 pretest results show that 41% of the learners’ reading comprehension ability
is at frustration level during the pretest, while the post-test result show that 67% of the students
achieved independent reading level. Data suggests that most of the students can recall, retell, or
identify important details from the story read. Some of them were also able to create meaningful
connections between the explicit details thereby respond to questions that require making
inferences.
Figure 9. Experimental students’ grouping according to reading comprehension
3%
48%
38%
11%
0%
24%
32%
44%
0%
20%
40%
60%
Non reader Slow Average Fast
Pre-Post Oral Reading Level
Pretest Posttest
41%
24%
35%
24%
9%
67%
0%
20%
40%
60%
80%
Frustration Instructional Independent
Pre-Post Reading Comprehension
Pretest Posttest

30
Table 12. Pretest and posttest results of the experimental group
Variables
Pretest Post-test
t-stat p
M STDev M STDev
Oral Reading Level 1.56 0.73 2.20 0.81 7.27 0.00
Reading Comprehension 5.56 3.17 6.76 3.62 2.24 0.02
Table 12 shows that the mean scores of the experimental group in oral reading speed and
comprehension both increased in the post-test. The difference between the means in these
variables are significant where p-value is < 0.05 and t crit at (1.99). The ability to recognize words
automatically, read meaningful phrase groups with ease indeed affect the ability to arrive at the
intended meaning of the text. The learners’ progress in oral reading level could be a factor for
their gains in their ability to note important details and make inferences about the passages given.
Table 13. Posttest abilities of experimental and control group
Group
Oral Reading Speed Comprehension
M STDev p t-stat M STDev p t-stat
Experimental 2.71 0.56
0.004 3.23
8.10 28
0.13 1.57
Control 1.95 0.92 6.24 39
In Table 13, the experimental group’s mean score in oral reading speed is higher than that
of the control group’s. The t-test for paired samples yielded significant difference between the
group’s performance in this variable with p at <0.05 and t-stat at 3.23. This implies that the
experimental group gained from the reading comprehension instruction through blended learning
modality where Wikaharian video lessons are used in the discussion.

31
Table 14. Description of the posttest abilities of the experimental and control group
Group
Oral Reading Speed Reading Comprehension
M Description M Description
Experimental 2.71 Fast 8.14 Independent
Control 1.95 Average 7.38 Instructional
As presented in Table 14, the posttest reading abilities of the students in the experimental
group in both variables is one level higher than that of the control group. The oral reading speed
of the experimental group is fast while control group is average. In terms of reading
comprehension, the experimental group achieved independent reading level while the control
group attained instructional level. Such findings suggest that the integration of Wikaharian in their
lessons helped improved the decoding and comprehension skills of the experimental group. While
those who received purely modular lesson delivery may need additional support for them to further
develop their basic reading skills.
Advantages of Wikaharian in Instruction
Figure 10. Learning competencies taught using Wikaharian
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Kayarian ng Wika
Kaalaman sa Aklat at Limbag
Estratehiya sa Pag-aaral
Wikang Binibigkas
Pagpapahalaga sa Wika at Panitikan
Pagsulat at Pagbaybay
Pag-unawa sa Binasa
Pag-unlad ng Talasalitaan
Competencies taught using Wikaharian

32
Figure 10 shows that more than 80% of the teachers in Marikina City utilized Wikaharian
video lessons for teaching vocabulary, reading comprehension, writing, and spelling, and
importance of language and literature. Such finding implies that the teachers found the
Wikaharian video lessons as useful resource in enhancing students’ skills in decoding,
comprehension, and writing.
Figure 11. Benefits of Wikaharian in instruction
Figure 11 shows that 67 % of the respondents expressed that Wikaharian video lessons
are useful in teaching reading skills in Filipino and 50 % noted that the video lessons make the
students motivated and engaged in the lessons.
Table 15. Modes of Wikaharian video lessons integration
Modes of Integration Mean
A. Conducting a lesson review 3.33
B. Discussing a topic or skill thoroughly 4.00
C. Engaging students in short stories 4.00
D. Giving examples aside from those in the learning module 3.67
E. Enhancing a topic or skill through games or activities 3.17
Rating: 4 - Always 3 - Sometimes 2 - Rarely 1 - Never
17%
17%
50%
67%
Serve as visual materials
Useful in integrating other subject matter
Motivates / engages the learners in the lessons
Useful in teaching reading skills in Filipino

33
As presented in table 15, the teachers always use Wikaharian video lessons to discuss topics
thoroughly, engage students in short stories, and give additional examples.
Table 16. Teacher’s observation on pupils’ improvements
Beginning Reading Skills and Attitude Mean
A. Nakikilala ang mga titik at tunog ng alpabeto. 3.67
B. Nabibigkas ang mga tunog ng alpabeto. 3.50
C. Nababasa at nauunawaan ang mga pangkarinawang salita o parirala. 3.17
D. Nababasa ang payak na pangungusap nang may pang-unawa. 2.83
E. Natuto ng bagong salita (talasalitaan) mula sa Wikaharian. 3.67
F. Interesado sa pakikinig ng maikling kuwento. 3.83
G. Natutukoy ang mga mahahalagang detalye ng kuwentong napakinggan. 3.33
H. Nakakapagbaybay ng mga pangkaraniwang salita. 3.33
Rating: 4 - Outstanding 3 - Proficient 2 - Developing 1 - Beginning
As can be inferred from Table 16, the students showed highest improvement in different
reading skills (F, A, E and B). This implies that they benefitted from the Wikaharian video lessons
used in their classes that featured decoding skills and read aloud of short stories.
Figure 12. Types of support from the parents
19%
35%
48%
55%
65%
65%
I let my child watch on his own.
I help my child accomplish the activities.
I teach my child how to read.
I explain the topic to my child.
I check on my child after he watched the…
I watch Wikaharian with my child.
Kinds of Support from the Parents

34
Figure 12 illustrates that 65% of the parents or guardians extend support to their children
by viewing Wikaharian episodes with them and checking on them after viewing. As for providing
the pupils with instructional support, 55 % of the parents explain the topic to their child and 48 %
teach their child to read. These suggest that parents not only view Wikaharian with their child but
also provide instructional support about their lessons.
Figure 13. Parents’ perception on the advantages of Wikaharian to their child
Figure 13 shows the percentage of parents who reported the different advantages of
Wikaharian on their child’s learning. 84% expressed that their child learned positive values from
lessons integrated with Wikaharian, 81% stated that their child gained interest in reading. Such
finding suggests that the Wikaharian video lessons were beneficial in building students’ basic
skills and in helping children learn the non-cognitive skills like acquiring positive values and
instilling interest in reading and studying.
0%
42%
61%
61%
74%
77%
81%
84%
No Benefits At All
Established Regular Studying Schedule
Gained Interest in Studying
Improved Study Habits
Improved Reading Skills
Learned New Words
Gained Interest in Reading
Learned Positive Values
Advantages of Wikaharian Video Lessons

35
SUMMARY, CONCLUSIONS AND RECOMMENDATION
Summary
This study aimed to determine the impact of Wikaharian video lessons on the learning
outcomes in beginning reading of Grade 1 students in Sta. Rosa City and Marikina City.
Specifically, the study sought to investigate the following (1) improvement on beginning reading
skills of Grade 1 students, (2) advantages of Wikaharian video lessons on teachers’ instruction
and (3) Advantages of Wikaharian video lessons on students’ learning.
Beginning Reading Abilities of Grade 1 Students from Sta. Rosa City
The percentage of students who improved in their oral reading and comprehension level
both increased in the post-test. The difference between the oral reading level mean scores in
pretest and posttest in their oral reading level is significant p < 0.05. The same is true for the
students’ reading comprehension level. The observed improvement in their performance
suggests that online distance learning with Wikaharian video lessons helped address the learners’
acquisition of beginning reading skills.
The case study group’s pretest and posttest mean scores reveal improvement in the year
end assessment. The paired samples t-test showed significant difference in letter knowledge and
phonological awareness, spelling, writing and convention of print and reading comprehension,
and all are significant at p <0.05.
Three learners were selected from the case study group for further analysis. These
students were labeled as Student A, B, and C. The post-test scores of students A and C in
convention of print, spelling, writing, and reading comprehension were higher than that of the
group’s average. while their performance in pre-reading skills were equal to the group’s average
in the post-test. The said improvement of students A and C’s reading abilities also impact the
results of their progress in oral reading profile. Student A’s oral reading profile improved from
frustration to instructional level and Student C improved from non-reader to instructional level at
the end of the pilot study. Summarizing students’ reading ability using Phil IRI’s oral reading profile
could inform instruction and assist teachers in facilitating remedial instruction.

36
Beginning Reading Abilities of Grade 1 Students from Marikina City
The Grade 1 students from the experimental group showed improvement from their pretest
to posttest scores. Forty-four 44% of the group achieved the fast level oral reading at the end of
the study. These students can decode words with minimal effort and recognize more words
correctly per minute. The percentage of average readers decreased by 6% and the percentage
of slow readers is less than 24% in the posttest. As for their reading comprehension, the
percentage of readers who were at frustration and instructional levels decreased in the posttest
as 67% of the group achieved independent reading level in the post-test. The T-test for mean
scores of these tests reported significant difference in the group’s oral reading and reading
comprehension level with p <0.05.
The experimental group’s posttest mean scores in both variables are higher than that of
the control group’s. The difference between the mean scores of these groups is significant in oral
reading speed with p = 0.004. The experimental group achieved a fast oral reading speed and
independent comprehension level in the posttest, which are one level higher than that of the
control group’s. Such findings suggest that the group exposed to Wikaharian video lessonsin their
online distance classes developed a stronger foundation in theidecoding and comprehension
skills than those who received modular instruction and had limited engagement with their teacher.
Advantages of Wikaharian on Teachers’ Instruction
This study also sought to investigate the advantages of Wikaharian video lessons in
teaching the beginning reading competencies in Filipino. As the teachers had to cope with the
challenges of teaching in the new normal due to the restrictions posed by the pandemic, they
were encouraged to maximize the utilization of the video lessons by integrating them in their
instruction. The teacher-implementers in both areas were asked to identify the competencies they
taught using Wikaharian episodes. The results show that 100% of the respondents say that they
taught phonological awareness skills (or kamalayang ponolohiya) using Wikaharian episodes.
While 80-100% reported that they delivered lessons on vocabulary (pag-unlad ng talasalitaan),
reading comprehension (pag-unawa sa binasa), writing and spelling (pagsulat at pagbaybay). It
can be said that the pedagogical soundness of Wikaharian video series is highly evident in
episodes that focus on developing beginning readers’ ability to produce and blend sounds
together; analyze stories read; and practice writing and spelling.

37
During the online distance learning sessions, teachers presented video lessons in the
different parts of the lessons. They use the videos to enhance their instruction in the beginning,
middle or end. Specifically, the survey responses reveal that the three most common modes of
integration that teachers always employ are the use of videos to 1) engage the pupils in short
stories, 2) give examples aside from those provided in the learning modules and 3) discuss a
topic or skill thoroughly. This denotes that Wikaharian video lessons connects to learners in multi-
sensory level as it taps their interest in short stories and in the learning process.
The summary of the teachers’ responses on the open-ended question, “How are
Wikaharian video lessons helpful in your instruction?” revealed that on the average, 64% of the
teachers noted that the video lessons are helpful in teaching reading skills in Filipino and 55%
say that the video series are interesting and appealing thus making the learners motivated and
engaged in the lessons. Therefore, it can be inferred that integrating Wikaharian episodes is
beneficial for the teachers as it allows them to provide visually appealing teaching materials,
deliver the lessons while encompassing the cognitive and non-cognitive skills.
At the end of the program implementation, the teachers observed an outstanding
improvement in the students’ ability to recognize letter names and sounds, produce and blend
sounds, interest in listening to short stories, and acquisition of new words or vocabulary. These
imply that the students’ exposure to the Wikaharian video lessons helped improved their decoding
skills which is also reflected in the improvement of their oral reading ability scores in post-test.
Aside from the progress in reading abilities the students also benefited from the monitoring
and encouragement of their parents or guardians. The results of the parents survey showed that
more than 50% of the parent respondents supported their children by explaining the lessons to
them, viewing the episodes with them, checking on them after viewing the Wikaharian video
lessons, and teaching the child how to read. These forms of encouragement and monitoring are
among the reasons for the students’ sustained interest in reading. In terms of the benefits of
Wikaharian video lessons to the learners, the combined data of the parent survey from both pilot
areas revealed that more than 60% of the parents recognized that their children learned positive
values, improved their reading skills, learned new words and they gained interest in reading.

38
Conclusions
Based on the findings of the study, the researchers came up with the following conclusions
on the Grade 1 learners’ reading ability, benefits of the Wikaharian video lessons in instruction
and benefit on students’ learning behaviors.
Improvement in Grade 1 learners’ reading ability
1. The oral reading and reading comprehension level of the Grade 1 learners improved at
the end of the pilot study. In Sta. Rosa City, 47% advanced from one reading speed level
to another and 60% moved from one comprehension ability to the next. With the
experimental group in Marikina City, 64% were promoted from one oral reading speed
level to another and 80% improved in their reading comprehension.
2. The performance between the experimental and control group in Marikina reported
significant difference in oral reading speed with p=<.005.
3. Those who were exposed to online distance learning sessions with Wikaharian episodes
displayed better learning attitude than those without exposure in the control group.
1. Lesson execution with Wikaharian video lessons is more interesting. Teachers use the
video lessons to teach Grade 1 Filipino readnig competencies, engage the students and
reinforce school-home connection.
2. The richness of Wikaharian video lessons were also helpful in developing the non-
cognitive skills such as instilling interest in reading, inculcating the values embedded in
the stories, and creating awareness on Filipino identity and culture.
Benefits of Wikaharian to the Learners
• As observed by the teachers, the Grade 1 students display interest in their classes with
Wikaharian video lessons and were actively engaged in the discussion. Teachers also
described their improvement in decoding and vocabulary skills as outstanding.
• Through the Wikaharian video lessons assigned for asynchronous viewing, the students
benefited from their parent’s or guardian’s support.
• The parents or guaradians expressed that viewing Wikaharian helped their children learn
positive values, improve reading skills, and gain interest in reading and studying.

39
Recommendations
Based on the study’s summary and conclusions, the researchers came up with the
following recommendation for project implementation, future research, and content producers.
Project implementation
1. Facilitate trainings for teachers on administering assessments and delivering a reading
skills lesson in Filipino with Wikaharian integration.
2. Improve the data gathering tools for assessment, and teacher and parent survey. Use
validated parallel assessment tools in pretest and post-test.
3. Facilitate a workshop for parents about study habits or developing love for reading.
4. Conduct training for parents and guardians that will empower them on how to support their
child’s early literacy learning at home.
Future research
1. Conduct a correlation study to determine the relationship between the following variables:
oracy, oral reading profile, reading comprehension and academic performance of Grade1
learners.
2. Conduct a study on the students’ response or preference between video lessons and
interactive educational application.
3. Conduct a survey on teachers’ interest in reading and books, and parents’ engagement in
their literacy activities at home.
Content Producers
1. Produce a video that can be used for beginning reading assessment of Grade 1 learners.
2. Create a YT channel for skills-based video lessons.
3. Develop an interactive application that will capture learners’ responses in activities,
generate monitoring reports for the teachers, and includes a feature that will allow the
teachers to select and assign content appropriate for small groups or class.

40
REFERENCES
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International Journal of Early Education Care, vol 6. Retrieved on October 8, 2021 from
https://files.eric.ed.gov/fulltext/EJ1207994.pdf
Briones, L. (2019, November 22). Hamon: Bawat Bata Bumabasa. Department of Education.
https://www.deped.gov.ph/wp-content/uploads/2019/11/DM_s2019_173-1.pdf
Clark, C. (2007). Why is it Important to Involve Parents in Their Child’s Literacy Development.
National Literacy Trust. Retrieved on October 5, 2021 from
https://files.eric.ed.gov/fulltext/ED496346.pdf
Cruse, E. (2006) Using educational video in the classroom: Theory, Research and Practice.
Retrieved on August 31, 2021 from
https://www.safarimontage.com/pdfs/training/usingeducationalvideointheclassroom.pdf
Department of Education (2018). The Philippine Informal Reading Inventory Manual 2018
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International Journal of Social Science and Education, volume 2. Retrieved on October
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Ocampo, D. (2008). Developing Comprehension in Young Readers. Lesson Plans from RAP
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Rasinski, T., Blachowicz, C., Lems, K., (2006). Fluency Instruction: Research-Based Practices.
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