Mobile Application in Developing Reading Skills among Kindergarten Learners

The study used the CVC 3-Letter Words and Phonics application to enhance reading skills among kindergarten learners. Using a pretest-posttest quasi-experimental design, the study was conducted at Nalsian Elementary School in Bayambang, Pangasinan, Philippines. Specifically, it involved 21 kindergarten learners enrolled at this school during the 2023-2024 school year. The research examined 21 kindergarten students in the Philippines. A questionnaire was used to gather data on learners' profiles, while a researcher-made reading test assessed reading levels before and after exposure to interactive applications. The study revealed that interactive applications had a statistically significant positive impact on learners' reading skills, as evidenced by a Wilcoxon signed-rank test (Z = -4.019, p < 0.001). Before the intervention, 81% of learners were assessed as "full refresher," while after, 81% were "grade ready." The gain in reading levels was not significantly associated with learners' demographic and home environment variables, suggesting that interactive applications can benefit all learners regardless of factors such as gender, availability of reading materials at home, parents' educational attainment, internet connection status, and electronic gadgets used in the household. The gain in reading levels was not significantly associated with learners' profile variables, suggesting that interactive applications can benefit all learners regardless of background. Mean scores increased from 8.81 (SD=4.96) before intervention to 18.57 (SD=2.68) after intervention. Interactive applications offer engaging, multimodal experiences. The study's limitations include a small sample size and the use of an intact class from a single school. Future research should explicitly state in the abstract the inclusion of control groups and larger sample sizes to validate the effectiveness of interactive applications in developing reading skills among young learners. The results can inform the design and implementation of reading interventions that leverage these applications to support kindergarteners' success.