ES Claveria’s Approach: Tool in Beginning Reading Among Kindergarten Learners
Abstract:
This study aimed to determine the effectiveness of the ES Claveria’ s Approach, a tool for beginning reading instruction in the kindergarten at Elementary School in the District of Nabas. Using a quantitative approach that employed the pre-test vs. post-test method, twenty kindergarten learners were firmly selected for this study. The objective was to assess the effectiveness of using the ES Claveria Approach for beginning reading instruction. Previous to being introduced to this approach, learners proved an above-average recognition of letters but below-average recognition of letter sounds. Nevertheless, after being exposed to the approach, they showed a perfect recognition of letters and above-average recognition of letter sounds. The results were further validated through a paired samples test, which recognized that there was a significant difference in learner performance before and after implementing the ES Claveria's Approach. This shows that introducing this approach certainly jammed their ability to recognize both letters and their matching sounds. Overall, these findings support the effectiveness and potential benefits of using the ES Claveria's Approach as a tool for beginning reading instruction in elementary schools. The study highlights how targeted approaches can boost early literacy development by focusing on detailed areas such as letter recognition and sound awareness. It could contribute to enhancing reading instruction strategies in kindergartens, eventually leading to upgraded literacy outcomes for beginning learners.
