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Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 4 (2025)

Balanced Literacy in Action: A Program on Enhancing Reading Literacy for the Grade 4 Learners

Gerlie Joy Evangelista | Angie Almaparas | Jelliane Cabigquez | Baby Love Ubanan | Isaac Israel Bajao | Dave G. Laga | Sydney Jay B. Villarin

Discipline: Education

 

Abstract:

This quasi-experimental quantitative study evaluated the effectiveness of a balanced literacy program titled “I Can Read!” in enhancing reading comprehension among 22 Grade 4 pupils at Gimangpang Integrated School. Over eight days, the intervention incorporated structured literacy activities including word study, shared reading, guided reading, independent reading, read-aloud, writing tasks, and progress monitoring. Pre-test results revealed that learners struggled with reading comprehension, with a mean score of 9.45, indicating only slight improvement. After the intervention, post-test scores significantly improved to a mean of 23.50, with a paired t-test yielding a p-value of <0.001, confirming a statistically significant difference. Each component of the program demonstrated consistent gains, with notable success in reading assessments and interactive read-aloud activities. The findings underscore the effectiveness of the balanced literacy approach in developing decoding, vocabulary, and comprehension skills while fostering learner engagement and confidence. This study concludes that the integration of balanced literacy strategies provides a strong foundation for reading development, particularly for students who struggle with reading. It recommends the institutionalization of such interventions in early-grade curricula. It highlights the need for ongoing teacher training and future research on the long-term impacts of balanced literacy on broader literacy outcomes.



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