Contextualized Audiovisual Learning Materials: Effects on the Reading Literacy Skills

This study examined the effectiveness of contextualized audiovisual learning materials (CAVLMs) in improving the reading literacy skills of kindergarten learners at Garchitorena Central School during the School Year 2024–2025. Employing a descriptive-comparative quasi-experimental research and development design, the study assessed learners’ reading skills before and after the intervention, while also evaluating the materials’ design, quality, and curricular validity. Data were gathered using a researcher-made test covering phonemic awareness, phonics, fluency, vocabulary, and comprehension, along with expert validation checklists. Results revealed that prior to the intervention, learners demonstrated low reading literacy levels, with mean scores ranging from 2.15 to 3.72, interpreted as “Did Not Meet Expectations.” The developed CAVLMs were rated very highly valid in design (3.86) and curricular alignment (3.83), and very satisfactory in quality (3.87). Post-intervention results showed significant improvement (p = 0.00) across all literacy components, with mean scores increasing to 4.59–6.56, interpreted as “Outstanding.” The findings indicate a large effect of the intervention, confirming that CAVLMs are effective in enhancing early reading literacy. The study highlights the importance of contextualized, multimedia-based instructional materials in fostering foundational literacy skills among young learners.