Abstract
This study aimed to evaluate the effectiveness of the Play-Based Approach in enhancing the phonemic awareness skills of kindergarten learners at Eugenio Llido Rañada Elementary School, with a particular focus on letter recognition and letter sounding. Using a pre-test and post-test design, the research employed a test questionnaire to assess learners' phonemic skills before and after the intervention. The subjects were kindergarten learners identified as requiring immediate remediation due to significant gaps in phonemic awareness. Statistical analysis of pre-test results revealed deficiencies in both letter recognition and letter sounding, underscoring the urgent need for interventions. Following the implementation of the Play-Based Approach, post-test findings demonstrated notable improvements in letter recognition, as most learners advanced to higher skill levels. However, progress in letter sounding was minimal, indicating that challenges in this area persisted despite the intervention. In response to these findings, a supplementary reading program was developed to address learners' specific difficulties with letter sounding. This program integrates additional strategies and focused activities aimed at strengthening phonemic awareness skills. Overall, the results affirm that the Play-Based Approach is effective in improving letter recognition but highlight the need for complementary interventions to achieve more comprehensive improvements, particularly in letter sounding. The study recommends the continued implementation of the Play-Based Approach in early childhood education while incorporating targeted support mechanisms to address persistent areas of difficulty. It further emphasizes the importance of early literacy interventions that are engaging, developmentally appropriate, and adaptable to learners' evolving needs. Future research should explore the long-term impacts of play-based learning on literacy development and investigate effective strategies for integrating such approaches into standard curricula across diverse educational settings.
