Abstract
This study aimed to enhance and increase the phonological awareness of kindergarten and first-grade learners through the use of Digital Tab-Phabet. The five (5) Kindergarten section Tulip, five (5) Grade One section Rose, and five (5) Grade One section Santan learners enrolled in La Suerte Elementary School for the School Year 2022–2023 were the participants in the study. The teacher-made Letter Name and Sound Recognition Checklist was used for both the pre- and post-test data collection techniques. The pre- and post-assessment results from the Letter Name and Sound Recognition Checklist served as the basis for the data that the researchers used. The 8th Week Digital Tab-Phabet: Reading Remediation Program's Letter Name and Sound Recognition Checklist was used to track non-decoder learners' progress after it was finished. The researcher utilized the quantitative-descriptive design of data and was presented using tables and graphs to further illustrate the efficacy and technique of the intervention program. As demonstrated by the results of the Wilcoxon signed-rank test (Z = -3.422, p = 0.001), there is a statistically significant difference with the performance of learners in kindergarten and first grade when it comes to letter name identification, and there is also a statistically significant difference with the learners' performance before and after the implementation of the Digital Tab-phabet when it comes to letter sound identification. The results of the study showed that using the Digital Tab-Phabet during the academic year 2022–2023 increased the phonological awareness of kindergarten and first-grade learners at La Suerte Elementary School.
