Home⇛Romblon State University Research Journal⇛vol. 8 no. 1 (2026)

Using Read -Aloud Digital Flashcardto Improve Word Recognition Skillsof Grade Three Pupils

Ryan Gadon | Gemma Angelica Dado | Mercylyn Sunico | Raiza Gamo

Discipline: Education

 

Abstract:

This study investigated the effectiveness of "Read - Aloud" digital flashcards in improving word recognition among grade three pupils. Using a pretest-posttest design, the intervention transformed traditional flashcards into an interactive digital format with audio support to enhance reading performance. Twenty - five grade three pupils participated in pre-reading and postreading assessments to measure word recognition before and after the intervention. Data were analyzed using descriptive statistics (percentages, frequency, means, standard deviations) and a paired sample t-test to determine significant differences. Pre-reading performance was low (M = 8.04, SD = 4.609, SE = 0.904). Post-reading performance showed a 95% improvement, reaching an excellent level with a substantially higher mean. The paired sample t-test confirmed a statistically significant increase in word recognition scores (p < 0.05). These findings indicate that "Read - Aloud" digital flashcards effectively enhance word recognition and overall reading performance in early elementary learners. Educators are recommended to integrate such audiosupported digital tools into literacy instruction to support struggling readers and promote engaging, technology-assisted learning.



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