Enhancing Grade 1 Learners' Phonological Accuracy Skills Through Picture-Word Association
Abstract
Reading proficiency is a fundamental component of early literacy and significantly influences learners' academic achievement. Among beginning readers, phonological accuracy plays a vital role in developing decoding skills, word recognition, and reading fluency. This classroom-based action research determined the effectiveness of the Picture–Word Association (PWA) strategy in enhancing the phonological accuracy skills of Grade 1 learners. Specifically, the study examined learners' phonological accuracy before and after the intervention, determined changes in their Comprehensive Rapid Literacy Assessment (CRLA) reading classifications, and documented classroom observations during implementation. A one-group pretest-posttest design was employed involving twenty-two Grade 1 learners enrolled in a public elementary school during School Year 2025-2026. The intervention was implemented over eight weeks through structured literacy activities, including phoneme-picture matching, guided oral reading with visual cues, picture-word games, and learner journal activities. Findings revealed substantial improvement in learners' reading performance. Before the intervention, 59% of the learners were classified under the Full Refresher level and 41% were Grade Ready. After implementation, no learner remained under the Full Refresher classification, while 64% attained the Grade Ready level, 18% were classified as Light Refresher, and 18% as Moderate Refresher. Classroom observations further indicated increased learner confidence, engagement, participation, and accuracy in oral reading activities. The findings demonstrate that Picture-Word Association is an effective, learner-centered instructional strategy for improving phonological accuracy and strengthening beginning reading skills. The study supports the integration of meaningful visual supports into early literacy instruction to enhance sound-symbol correspondence and promote reading development among beginning readers.
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