ICT Integration in Reading Development of Grade 1 Learners: Basis for Enhanced Reading Skills

This study examines the integration of Information and Communication Technology (ICT) tools in enhancing the reading skills of Grade 1 learners focusing on the effectiveness of different digital resources in supporting literacy development. The study utilized a quantitative-descriptive method collecting data through survey questionnaire (questionnaire) to assess the effect of ICT integration in their reading development. The study involved a range of ICT tools such as interactive e-books, digital storybooks, phonics apps, text-to-speech applications, and educational websites with digital flashcards. The researcher also utilized the use of Modified Comprehensive Rapid Literacy Assessment (mCRLA) as one of instrument of this study for its standardized nature and proven effectiveness in assessing a wide range of reading skills, including phonemic awareness, decoding, fluency, vocabulary, and comprehension. The findings revealed that not all digital resources have contributed equally to literacy development. Among the tools assessed, interactive e-books and digital storybooks were found to be the most effective in promoting reading skills. These tools provided multimodal content, integrating text, audio, visuals, and interactivity which aligns with Mayer’s Cognitive Theory of Multimedia Learning (2001). Phonics apps and games also showed significant potential in enhancing phonemic awareness and reading fluency by incorporating repetition, interactivity, and immediate feedback, supporting Gee’s Principles of Game-Based Learning (2003). In contrast, text-to-speech tools and digital flashcards were less effective as they were relatively static and less immersive which hindered the development of higher-order skills such as comprehension and critical thinking in line with Hattie’s (2009) emphasis on meaningful engagement in learning. The study further analyzed that learners most prefer dynamic, visually stimulating and highly interactive tools a finding consistent with Guthrie and Wigfield's (2000) assertion that engagement is crucial for reading development. Interactive ICT tools not only sustain learner’s interest but also promote deeper understanding bridging the gap between foundational literacy and more advanced reading skills. In conclusion, the study validates the significant role of well-designed ICT tools in enhancing literacy instruction.