Decoding, Identification, Comprehension, and Engagement (D.I.C.E.): A Game-Based Reading Tool on the Reading Performance of Emergent Learners

Learning to read is one of the most basic skills children need to be successful in school. But many first graders struggle with letter recognition, phonemic awareness, word recognition, fluency, and comprehension. This study was conducted to determine the effectiveness of Decoding, Identification, Comprehension, and Engagement (D.I.C.E): A Game-Based Reading Tool, using the traditional Filipino Cartilla Approach with alphabetical order, in improving the reading performance of Grade 1 students in a public elementary school in Tacloban City.
Descriptive and quasi-experimental research design with 30 purposively selected Grade 1 learners as an experimental and control group. The experimental group used D.I.C.E: A Game-Based Reading Tool for seven weeks, while the control group read sing a sound. The researcher developed a reading tool to improve the reading skills of Grade 1 learners with the integration of Cartilla Approach, which assesses learners’ ability to identify letters and sounds, read syllables, recognize words, read fluently, and comprehend what they read. Data were analyzed with descriptive statistics, gain scores, paired-samples t-tests, and independent-samples t-tests.
The findings revealed significant improvements in learners' reading performance and engagement when using the D.I.C.E. Game-Based Reading Tool compared to traditional methods. Game-based learning, along with the Cartilla Approach, is an effective way to improve first graders' reading skills.

Tacloban City, Leyte, PhilippinesGame-Based Learning; Emergent Readers; Reading Comprehension; Decoding Skills; and Student Engagement

1. Adipat et al. ( 2021). Game Strategies to Engage and Empower Students. [Google Scholar] [Crossref]

2. Hempenstall, K. (February 26, 2023). Addressing Reading Failure at the Secondary Level. National Institute for Direct Instruction. [Google Scholar] [Crossref]

3. Pelayo, R., Alovera, R. N., Borbon, J. M., Calizo, A. B., Filomeno, B., Laureano, G., & Rivera, D. D. (2021). A Study of Philippine Educational Situations from Basic Education Teachers' Perspectives During the COVID-19 Pandemic. Academy of Educational Leadership Journal, 25(5), pp. 1–20. [Google Scholar] [Crossref]

4. Semilla, J. B., Parmisana, V. R., Fajardo, L. L., Abucayon, R. L., Dinoro, A. P., & Tabudlong, J. M. (2023). Innovation in Early Reading Instruction: The Development of e-Learning Materials in Mother Tongue. International Journal of Learning. [Google Scholar] [Crossref]

5. (2022). A meta-analysis: Focus on learning and development—individual Differences 93. [Google Scholar] [Crossref]

6. Alotaibi (2024) Game-Based Learning in Early Childhood Education. [Google Scholar] [Crossref]

7. Wang, H., & Yuan (2024). Enhancing Reading Instruction Through Gamification. [Google Scholar] [Crossref]

8. Hutabarat & Zaidi (2021). Improving Reading Skill through Game Technique for the First Grade. [Google Scholar] [Crossref]

9. Grace, R. A. (2021). Improving Students\u27 K-PREP Reading Scores by Investigating the Reading Culture at Harrison Independent School. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study