From Sense to Sounds: Design and Effectiveness of 3-In-1 Toolkit Flashcards in Enhancing Key Stage 1 Learners’ Phonological Awareness

Abstract

The perennial reading problem among early learners in the Philippines is a very alarming situation, as a large number of children are not able to develop their foundational reading skills necessary for lifelong learning and academic success. This study sought to design and determine the effectiveness of the 3-in-1 Phonological Toolkit Flashcards in enhancing phonological awareness among fifty-eight (58) Key Stage 1 learners (Grades 1-3) in a private archdiocesan school in the Municipality of Lasam, Cagayan, Philippines. Using a Mixed Methods Research Design and following the ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation), this study systematically developed and improved the phonological toolkit. The findings showed significant improvements in phonological skills and favorable changes in learner attitudes at all levels. The multisensory and scaffolding approach was highly effective in catering to the diverse developmental needs, thereby triggering motivation and literacy engagement. The teacher feedback was supportive of the toolkit’s relevance, usability, and appeal in low-resource settings, with suggestions to improve audio integration, digital components, and dialect adaptation for better accessibility and cultural responsiveness. Although the results are constrained by limitations in sample size, setting, and intervention duration, the results are promising and shed light on the imperative need to address the reading crisis by incorporating effective and developmentally appropriate phonological interventions like the toolkit into the classroom and preservice teacher education, ultimately contributing to the development of effective literacy policies. Further research is recommended to confirm these results. The 3-in-1 Toolkit Flashcards developed in this study offer a novel, cost-efficient, and evidence-based solution for enhancing foundational literacy skills in early-grade children.