Using Read - Aloud Digital Flashcard to Improve Word Recognition Skills of Grade Three Pupils
DOI:
https://doi.org/10.58780/rsurj.v8i1.231Keywords:
digital flashcards, elementary pupils, pretest-posttest design, read-aloud, reading intervention, technology-enhanced learning, word recognitionAbstract
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 post-reading 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 audio-supported digital tools into literacy instruction to support struggling readers and promote engaging, technology-assisted learning.
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