Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 5 (2026)

Rhymes and Songs: Their Effectiveness as Instructional Tools in Enhancing Reading Comprehension Skills of Grade 3 Learners

Aderen J. Calub

Discipline: Education

 

Abstract:

Reading comprehension remains a persistent challenge among primary learners, particularly in contexts where instruction is predominantly textcentered and assessment-driven. This quasi-experimental study examined the effectiveness of rhymes and songs as structured instructional tools in enhancing the reading comprehension skills of Grade 3 learners across twelve public elementary schools in the Bauang North District, Philippines. A total of 360 learners participated, with 180 exposed to six weeks of rhythm-integrated instruction and 180 receiving conventional reading strategies. The intervention systematically embedded rhymes, songs, and chants into pre-reading, duringreading, and post-reading activities aligned with the Department of Education Most Essential Learning Competencies. Statistical analyses revealed significant improvements in the experimental group’s comprehension scores compared to the control group (p < .001), with a large effect size (Cohen’s d = 1.28). Gains were especially evident in inferential and evaluative comprehension, suggesting that rhythm-based instruction enhances engagement, memory retention, and deeper processing of text. These findings emphasize the potential of culturally resonant, multisensory pedagogies in primary education, positioning rhymes and songs as effective scaffolds for foundational literacy development in the Philippine context.



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