Abstract
The COVID-19 pandemic has necessitated significant shifts in educational practices, with distance education emerging as a critical component for the forthcoming school year. This research proposal aims to evaluate the effectiveness of phonics reading materials in enhancing the reading engagement of Grade 3 learners at Cristo Rey West Elementary School. Utilizing an indirect questionnaire method, this research seeks to monitor and measure the reading frequency among students. The one-group pretest-posttest design will be employed, whereby a single group of students is assessed before and after exposure to the phonics program. The initial assessment will gauge current reading engagement levels, as reported by parents. Subsequently, a reading engagement survey, adapted from Whitaker (2003), will be administered to measure changes post-intervention. Data collection will coincide with the distribution and retrieval of learning modules, ensuring minimal disruption to the learners' routine. This study is pivotal in addressing the educational challenges posed by the pandemic, providing insights into the efficacy of targeted reading programs in a remote learning context. The findings will inform future strategies to enhance student engagement and literacy outcomes during unprecedented times.
