Abstract

Early reading skills shape future learning success, yet many Grade 1 learners continue to struggle with decoding and word recognition. This study examined the potential effectiveness of technology-assisted phonics instruction in strengthening foundational literacy among Grade 1 learners at Ambaguio Central School, Nueva Vizcaya, Philippines. Using a quantitative one-group pretest–posttest design, the proposed intervention integrated interactive digital phonics activities, audio-guided letter–sound exercises, phoneme blending, and word recognition tasks. A hypothetical dataset involving 30 learners was used to demonstrate the intended analysis. Simulated findings showed improvements in decoding performance from 44.90% to 78.80% and word recognition from 45.00% to 78.90%. The paired-samples t-tests indicated statistically significant differences (p < .001), suggesting the potential of technology-supported instruction to enhance early reading competencies. However, these results were not derived from actual learner assessments and cannot establish intervention effectiveness. The study highlights how purposeful digital integration, combined with systematic phonics instruction and teacher guidance, may create more engaging and responsive literacy experiences. Future research should validate these outcomes using authentic assessment data and stronger experimental designs. Ultimately, the proposed approach offers a promising direction for making early reading instruction more interactive, inclusive, and responsive to learners' needs.