ABSTRACT
Understanding written text is a key aspect of learning to read, which hinges on the ability to recognize words accurately. According to international assessment results, Filipino students continue to face significant difficulties in reading comprehension, as reflected in the country's low performance reported by PISA. To respond to this challenge, this study introduced Project PiWoCaVi - an intervention utilizing pictures, words, cards, and videos - among Grade 5 students at Santiago E. Carlos Elementary School identified as readers at a frustration level. Grade 5 learners at the frustration reading level often struggle with decoding, vocabulary, and comprehension, particularly in multilingual classrooms. This study assessed the efficacy of Project PiWoCaVi—a multimodal intervention integrating Pictures, Words, Cards, and Videos—in enhancing reading comprehension among these learners. Using a quasi-experimental design, two groups were compared: one receiving PiWoCaVi and the other undergoing traditional instruction. Pre- and post-tests measured comprehension gains, supported by qualitative feedback from students and teachers. Results showed statistically significant improvements in the experimental group’s scores, alongside increased engagement and confidence. These findings align with Dual Coding Theory and multimodal learning principles, demonstrating that PiWoCaVi effectively scaffolds comprehension for struggling readers. The intervention’s low-cost, adaptable design suggests strong potential for broader implementation in remedial reading programs.
Keywords: educational videos, elementary literacy, frustration level readers, Grade 5 pupils, Project PiWoCaVi, reading comprehension skills, reading intervention, word recognition, visual learning aids
https://doi.org/10.65494/pinagpalapublishing.79
