Abstract
This study aimed to investigate how multisensory learning approaches affected the phonemic awareness and reading fluency of first-grade learners at Aya-Aya Elementary School, Aya-Aya, Lugait, Misamis Oriental during the 4th Quarter of the school year 2024-2025. The study used a one-group pretest-posttest research design and included 15 participants who received a two-month intervention using visual, auditory, and kinesthetic methods in daily reading classes. The Comprehensive Rapid Literacy Assessment (CRLA) was utilized as the primary instrument for assessing learners' reading abilities before and after the intervention. Initial results revealed that 67% of learners were already performing at an "Excellent" level, with the remainder falling into the "Average" and "Above Average" category. Following the intervention, 100% of the learners received an "Excellent" rating. This improvement shows that multisensory learning approaches benefit all learners, regardless of starting performance. Learner attitude checklists also revealed higher involvement and excitement for reading activities. The findings complement previous studies indicating structured, multisensory education improves phonemic awareness and reading fluency. The study concludes that such approaches are inclusive and successful for both struggling and proficient readers. To sustain literacy improvement, a collaborative expertise plan is recommended to sustain and enhance these results through continuous implementation and adaptation of multisensory strategies.
