Abstract
This study made use a descriptive research approach for it wanted to determine the findings of the learners' checklist. The results of the monitoring instrument utilized by the respondents' parents or guardians, as well as the teacher-actual researcher's monitoring, were subjected to a descriptive analysis. Parents and teachers used a monitoring tool as a result of this. This study used an intervention program to track the respondents' development in terms of letter recognition and reading CVC patterns. As a result, the parents and teacher focused on the result of both monitoring tools. This study adapted the alpabasa learning sets and alpabasa instructional cards of the Department of Education. These materials were carefully considered as a basis to the existing game-based program by integrating more multi-sensory learning approaches in reading. Conclusions were derived from the results that the monitoring tools used by the parent and the teacher and the result of the diagnostic test administered to the respondents were proven to be effective for the results of both the diagnostic test and the monitoring tool result have remarkable difference. Also, it improved the reading performance of the respondents.
