Enhancing Reading Fluency among Grade 1 Learners Through the Use of “READ Tiles”: A Memory-Based Learning Approach

Reading fluency is essential for early learners, as it forms the foundation for academic success and effective communication. However, many Grade 1 learners struggle with developing fluent reading abilities, often facing challenges in decoding words and understanding text smoothly. This study explores the use of "READ TILES," a memory-based learning approach, to enhance reading fluency among Grade 1 students during S.Y. 2024–2025 in a public institution in Ozamiz. This study utilized a classroom-based action research design with 29 students selected through purposive sampling. Data was collected using a researcher-made interactive game and a rubric and analyzed through statistical tools: mean, standard deviation, and t-test. The key findings of the study were as follows: the level of pupils' reading fluency before the implementation of the memory-based learning approach was satisfactory, the level of pupils' reading fluency before the implementation of the memory-based learning approach was very adequate, and there is a highly significant difference in the level of pupils' reading fluency before and after the implementation of the memory-based learning approach. The significant improvement in students' performance before and after the method suggests that READ Tiles is a practical and valuable tool for helping early reading development, particularly in terms of fluency reading. Teachers may explore and implement creative instructional approaches such as "READ TILES" to make reading lessons more engaging and effective in developing fluency among young learners.

Intervention, Memory-Based Learning, Reading Fluency, Read Tiles

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