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INTERNATIONAL JOURNAL OF ADVANCED MULTIDISCIPLINARY STUDIES
IJAMS Volume III, Issue 6 June 2023, eISSN: 2799-0664
Effectiveness of the Implementation of Phono-Visual

Oral Sound Blending Meaning (PVOSBM) Approach
in Teaching Beginning Reading and Performance
of Grades 1 & 2 Pupils in Reading
GENALYN P. BAYRON
Teacher III
Western Leyte College
Master of Arts in Education
Major in School Administration and Supervision
[email protected]
Abstract —Teaching young children to read is the foundation of improving educational

outcomes and has far-reaching implications. On the other hand, when children failed to learn to
read, risk falling further and further behind in later ones, as they cannot absorb printed information,
follow written instructions, or communicate well in writing according to Gove and Wetterberg
(2011). Thus, it is important to employ differentiated and varied teaching reading approaches,
techniques, and strategies most especially to the key stage 1 pupils. And it is in this premise that
the present study is formulated to evaluate the effectiveness in the implementation of phono-visual
oral sound blending meaning (PVOSBM) approach in teaching beginning reading and
performance of Grades 1 & 2 pupils. Employing a quasi-experimental research design utilizing the
pre-test and post-test reading performances of the Grades 1 & 2 pupils where the researcher has
crafted reading passages with comprehension questions based on the 4th quarter Most Essential
Learning Competencies (MELCs) administered before and after the implementation of the
intervention mentioned in this study. Simple percentage and t-test of mean difference were the
statistical tools used to interpret the result of the study. The study revealed a significant difference
in the pre-test and post-test reading performances of the Grades 1 & 2 pupils in comprehension
before and after the implementation of phono-visual oral sound blending meaning (PVOSBM)
approach in teaching beginning reading making it an effective approach.
Keywords — Effectiveness, Phono-Visual Oral Sound Blending Meaning Approach, Teaching

Beginning Reading, Grades 1 & 2 Pupils, Reading
I. Introduction
Learning to read is anything but natural, in fact, it does not develop incidentally, it requires
human intervention and context. It is also an essential part of basic education. Teaching of
Copyright © 2023 IJAMS, All right reserved

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beginning reading is of supreme importance, that is why, Grade 1 to 3 are critical in the child’s
learning cycle. At this age, the fundamentals for literacy must be established and the start of a
reading habit developed. For many children, reading must be taught explicitly and systematically,
one small step at a time.
Beginning reading is the solid foundation on which almost all subsequent learning takes
place, and all children need this foundation. Over the years, many approaches, strategies, methods,
and techniques to teaching beginning reading have been developed. Success or failure of the
approaches depended upon the ability of the teachers to execute or utilize them. According to
Durkin’s Theory, when a child is taught a little, then she/he is ready for a little more, it depends
on the child’s ability to respond to a specific method of teaching.
Globally, 250 million children are not learning foundational reading skills, 130 million of
whom have spent at least four years in school. (Global reading network, 2016). Student reading
difficulties can be like many forms of cancer: relatively easy to treat if detected early but more and
more difficult to remedy if allowed to persist (Goodwin 2011).
In the Philippines, reading is an important gateway to the other disciplines, progress in

reading comprehension is lagging the improvement (Philippines basic education us 2015).
Moreover, based on the population of 80 million, 5.3 million Filipinos cannot read and write, that
is why the Philippines is so uncompetitive in the world economy and this is why so many of our
people continue to live in poverty or barely escape from it (Luz 2010).
At the onset of COVID-19 pandemic, all schools in the country implemented distance
learning modality using modules. All activities including that of learning beginning reading are
included in the modules. There are learners in Key Stage 1 where most of the parents are answering
the modules for most of the learners have difficulty in reading. The purpose of providing quality
education was not met by the learners. This is the reason why some of our learners today are
struggling with their learning in all the learning areas.
Teaching beginning reading is crucial and needs a teacher to articulate the sounds of the
letters of the alphabet. Teachers must use different strategies and methods in teaching beginning
reading. The researcher, being the Grades 1 & 2 teacher in a multigrade class utilizes the PVOSBM
or Phono-Visual Oral Sound Blending Meaning in teaching beginning reading. Mastery of the
sounds of the letters of the alphabet is the pre-requisite for this strategy. Learners were taught to
hear the letter and show to them the letter for familiarity while asking them to say the sound
following the correct position of the mouth. After knowing the sounds of the letters of the alphabet,
teachers must teach them to blend the sound to form words. Once a word has been formed and
learners are able to read the word, the teacher will show an object or picture of it to know the
meaning of the word. From these learners will be able to read it with fluency and comprehension
is attained.

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The goal of phonics instruction is to help children learn the alphabetic principle — the idea
that letters represent the sounds of spoken language — and that there is an organized, logical, and
predictable relationship between written letters and spoken sounds. Decoding is when we use
letter-sound relationships to translate a printed word into speech. It’s sometimes called “sounding
out” a printed word. Learning that there are predictable relationships between sounds and letters
allows children to apply these relationships to both familiar and unfamiliar words, and to begin to
read with fluency. Children are taught, for example, that the letter ‘n’ represents the sound /n/, and
that it is the first letter in words such as nose, nice and new. When children understand sound–
letter correspondence, they can sound out and read (decode) new words.
Before children learn to read print, they need to become aware of how the sounds in words
work. They must understand that words are made up of individual speech sounds, or phonemes. A
child's skill in phonological and phonemic awareness is a good predictor of later reading success
or difficulty. Phonological awareness is a critical early literacy skill that helps kids recognize and
work with the sounds of spoken language. Phonological awareness is made up of a group of skills.
Examples include being able to identify words that rhyme, counting the number of syllables in a
name, recognizing alliteration, segmenting a sentence into words, and identifying the syllables in
a word. The most sophisticated — and last to develop — is called phonemic awareness.
Having been used for years before the pandemic, the researcher is hoping that this strategy
will help the learners in learning beginning reading skills in English during these face-to-face
classes and will help address the problems on literacy of the school. Thus, this study aimed to
evaluate the effectiveness of PVOSBM (Phono-Visual Oral Sound Blending Meaning) approach
in teaching beginning reading to improve the performance of the Grades 1 & 2 pupils in Reading.
A proposed improvement plan was formulated based on the result of the study.
It is in the rationale that the researcher who is currently the grades 1 & 2 teacher in the
above mentioned local, would like to delve worthy research undertaking that will benefit herself,
the school she is currently teaching and that of her Graduate Program she is enrolled at.
This study evaluates the effectiveness of the implementation of phono visual oral sound
blending meaning (PVOSBM) approach in teaching beginning reading and performance of Grades
1 & 2 pupils in reading in Consolacion Elementary School, Isabel I District, Leyte Division for
School Year 2022-2023. The findings of the study were the basis for the proposed improvement
plan.
Specifically, this study sought to answer the following questions:
1. What is the performance of the Grades 1 & 2 pupils in Reading before the implementation
of phono visual oral sound blending meaning (PVOSBM) approach in teaching beginning
reading?

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2. What is the performance of the Grades 1 & 2 pupils in Reading after the implementation
of phono visual oral sound blending meaning (PVOSBM) approach in teaching beginning
reading?
3. Is there a significant difference in the performance of the Grades 1 & 2 pupils in Reading
before and after the implementation of phono visual oral sound blending meaning
(PVOSBM) approach in teaching beginning reading?
4. What improvement plan can be proposed based on the findings of this study?
II. Methodology
Design. This study employed the quasi-experimental research design utilizing the pre-test
and post-test to evaluate the effectiveness in the implementation of phono visual oral sound
blending meaning (PVOSBM) approach in teaching beginning reading and performance of Grades
1 & 2 pupils in reading for School Year 2022-2023. Consolacion Elementary School, Isabel I
District, Leyte Division is the main locale of the study. The 25 Grades 1 & 2 pupils enrolled in the
said locale for School Year 2022-2023 are the main respondents of the study. A researcher-made
reading passages in English for the 4th quarter reading skills found in the Most Essential Learning
Competencies (MELCs). Each passage will have 5 comprehension questions. These materials will
be administered orally. Pupils will read the passage orally and teachers will ask questions based
on the passage read. These test materials will be checked by the District English Coordinator and
Quality Assurance Team. A lesson plan utilizing the implementation of Phono Visual Oral Sound
Blending Meaning (PVOSBM) approach in teaching beginning reading. The lesson plans will be
checked and undergo quality assurance before it is taught to the pupils. The school head will
monitor the conduct of the study using the contextualized monitoring tool provided by the
Division. A matrix of activities was crafted to guide the teacher-researcher the flow of her study.
This research focused on evaluating the effectiveness in the implementation of phono visual oral
sound blending meaning (PVOSBM) approach in teaching beginning reading and performance of
Grades 1 & 2 pupils in reading through the pre-test and post-test and its significant difference. A
Proposed Improvement Plan based on the findings of the study is the output.
Sampling. There are 25 Grades 1 & 2 pupils involved in this study. The research
instruments were administered face-to-face with consent from the Local IATF and strictly
following the prescribed Health Protocol during the face-to-face classes.
Research Procedure. The researcher prepared the research design and tools utilized in the
study. Approval and recommendation from the Panel of Examiner of the Graduate Studies was
sought. A letter request to conduct this study was forwarded to the Office of the Schools Division
Superintendent. Upon approval, permission from the District Supervisor and School Head was
secured before the actual gathering of data. Orientation of the participants and administration of
the pre-test was done face-to-face after the approval of the permit from the parents of the

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respondents. After accomplishing the pre-test, intervention was given within four weeks. The
implementation of phono visual oral sound blending meaning (PVOSBM) approach in teaching
beginning reading and performance of Grades 1 & 2 pupils was emphasized in the study. After the
four-week intervention, the post-test was administered. Results of the tests were collected. Data
were tallied and submitted for statistical treatment. Analysis and Interpretation of Data. Making of
Proposed Improvement Plan followed.
Ethical Issues. The researcher properly secured the permission to conduct the study from
the authorities through written communication. In the formulation of the intervention materials
that was used in the study, the use of offensive, discriminatory or other unacceptable language was
avoided. The respondents’ names and other personal data were not included in this study to protect
their privacy. Participation of the respondents was also voluntary. Orientation was conducted for
the respondents with their parents. In the orientation, issues and concerns were addressed and
consent to be included in the study were signed. The researcher-maintained objectivity in
analyzing and discussing the results. All authors whose works were mentioned in this study were
properly quoted and were acknowledged in the reference.
Treatment of Data. Simple Percentage was employed to evaluate the pre-test and post-test
performances of the Grade 1 & 2 pupils before and after the implementation of PVOSBM in
teaching beginning reading. t-Test of Mean Difference was used to determine the significant
difference in the pre-test and post-test performances of the Grade 1 & 2 pupils before and after the
implementation of PVOSBM in teaching beginning reading.
III. Results and Discussion
Table 1
Pre-Test Performance of the Grades 1 & 2 Pupils in Reading
PRETEST
Score Range Description
Frequency %
17-20 Excellent 0 0
13-16 Very Good 7 28
9-12 Good 12 48
5-8 Fair 6 24
0-4 Poor 0 0
Total 25 100
Weighted Mean 10.52 Good

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Table 1 presents the pre-test performance of the Grades 1 & 2 pupils before the
implementation of phono visual oral sound blending meaning (PVOSBM) approach in teaching
beginning reading. It was revealed on the table that among the 25 Grades 1 & 2 pupils, 7 or 28%
got a score of 13-16 which is interpreted as very good. This means that these pupils have
background knowledge in phonological and phonemic awareness. This implies that these pupils
can read words fluently and accurately. The fact that these pupils got a very good reading
performance does not mean that the researcher will no longer provide intervention. Very good
reading performance still requires more reading activities and learning using the PVOSBM
approach for retention and mastery of the sounds of the letters of the alphabet and for them to
sustain or even improve their performance. Children’s literacy foundations are established as early
as infancy and grow throughout early childhood when the brain is at its greatest plasticity levels
(Hutton et al., 2020). A child’s literacy abilities and development, therefore, are defined not just
by a narrow set of skills like the number of sounds they know, but by the assets, mindsets, and
dispositions they bring to the journey of becoming literate.
Further, it is shown on the table that among the 25 Grades 1 & 2 pupils, 12 or 48% got a
score of 9-12 which is interpreted as good. This means that there are pupils who can read words
using the sounds of the letters of the alphabet. They read the words through the sounds of each
letter. This implies that these pupils find difficulty in blending the sounds to form words. Thus,
researchers must find appropriate intervention to make the pupils read all the words thrown to
them. The development of oral language skills, understanding of the alphabetic principle, and
knowledge of print concepts are the greatest predictors of children’s future reading ability (e.g.
Burns et al., 1999; Snow, 2006; Strickland et al., 2004). Young children who experience rich
language environments have greater oral language skills (e.g. vocabulary knowledge & listening
comprehension) and phonemic awareness (Kuhl, 2011; Strickland et al., 2004).
Also, this table shows that among the 25 Grades 1 & 2 pupils, 6 or 24% got the
score of 5-8 which is interpreted as fair. This means that there are still pupils who have not
mastered the skills in phonics. This implies that these groups of pupils need intervention. The fact
that few words were identified or read by them shows immediate concern to provide appropriate
support to help them read. The ability to read is an essential skill for learners to survive and
understand how society works because most information is presented through written text.
Finally, the table shows that the pre-test performance of the Grades 1 & 2 pupils in reading
has a weighted mean of 10.52 which is interpreted as good. This means that not all pupils can read
or recognize the words. They need an intervention or appropriate approach in teaching beginning
reading. The reason of formulating this research endeavor to help improve the reading performance
of the pupils using the PVOSM approach in teaching beginning reading. The importance of being
able to understand written materials increases significantly in all academic areas as students move
from one grade to another (Clarke, Truelove, Hulme, & Snowling, 2013; Wong, 2011).

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Table 2
Post-Test Performance of the Grades 1 & 2 Pupils in Reading
POST-TEST
Score Range Description
Frequency %
17-20 Excellent 19 76
13-16 Very Good 6 24
9-12 Good 0 0
5-8 Fair 0 0
0-4 Poor 0 0
Total 25 100
Weighted Mean 18.36 Excellent
Table 2 presents the post-test performance of the Grades 1 & 2 pupils in reading after the
implementation of phono-visual oral sound blending and meaning (PVOSBM) approach in
teaching beginning reading. The data shows that among the 25 pupils, 19 or 76% got the score of
17-20 which is interpreted as excellent. This means that the reading performance of the pupils had
increased after the implementation of phono-visual oral sound blending meaning (PVOSBM)
approach in teaching beginning reading. This implies that mastering the sounds of the letters of
the alphabet, blending sounds is easy to make the child read. From their easy understanding of the
meaning of the text conveyed is achievable. Thus, making the intervention effective and
appropriate approach in teaching beginning reading.
Moreover, the table also revealed that among the 25 Grades 1 & 2 pupils 6 or 24% got a
score of 13-16 which is interpreted as very good. This means that these pupils had improved their
performance after the implementation of phono-visual oral sound blending meaning (PVOSBM)
approach in teaching beginning reading. This implies that pupils learn very good when the teacher
employs the approach in teaching where they think is easy for them to conceptualize. The
PVOSBM approach is the most appropriate and ideal way of teaching beginning reading for it
requires to master the sounds of the letters of the alphabet as a springboard in learning to read
words, phrases, sentences, paragraphs and even stories with understanding. It is on how the teacher
teaches the lesson using the approach counts.
Finally, the table shows that the post-test performance of the Grades 1 & 2 pupils after the
implementation of phono-visual oral sound blending meaning (PVOSBM) approach in teaching
beginning reading has a weighted mean of 18.36 which is interpreted as excellent. This means that
the PVOSBM approach when used helps increase the reading performance of the pupils. This
implies that the approach having taught it properly and concisely pupils will be able to learn to
read with accurate pronunciation and with fluency and understanding.

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Table 3
Test of Difference Between the Scores in the Pre-Test and Post-Test
of the Grades 1 & 2 Pupils in Reading
Computed Critical
Aspects Test Scores Decision Interpretation
T T
Grades 1 & 2
Pre 10.52
Pupils in 1.996 0.642 Reject Ho Significant
Post 18.36
Reading
Table 3 presents the test of difference between the scores in the pre-test and post-test
performances of the Grades 1 & 2 pupils before and after the implementation of phono-visual oral
sound blending meaning (PVOSBM) approach in teaching beginning reading has level of
significance of 5% or the rejection level while the t-critical value is 0.642 from t-distribution.
Based on the data presented, the computed value is 1.996 which means null hypothesis is being
rejected. Since the computed value is higher than the critical value it means that there is a
significant difference in the reading performance of the Grades 1 & 2 pupils before and after the
implementation of phono-visual oral sound blending meaning (PVOSBM) approach in teaching
beginning reading. It means that employing the PVOSBM approach in teaching beginning reading
is effective in making the pupils read and understand what they read. This implies that pupils learn
best when phonics is emphasized and correctly taught with the implementation of strong and
appropriate literacy programs and approaches which focus on developing children’s oral language
skills, knowledge of the alphabetic code, and print knowledge. Teachers’ direct instruction can be
both code and meaning-focused, so students learn letters and sounds while also engaging with the
meaning of words and stories (Piasta, 2016). Teachers can develop print rich environments by
labeling parts of the classroom, making a variety of texts available, and cultivating many
opportunities for children to talk. Research suggests that phonemic awareness and letter knowledge
instruction is best supported by lessons that are brief (10 -15 minutes max), highly engaging and
fun, and follow a predictable pattern (e.g. begin with rhyming followed by phonemic awareness
games that have them identify/add/delete/substitute sounds, and finish with learning a new letter
and sound) of which the PVOSBM approach is emphasized. Class conversations and shared book
reading can be more free flowing, allowing children to engage in authentic engagements (Piasta,
2016).

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IV. Conclusion
Evidence indicates that teachers should actively encourage pupils to develop strong oral
language skills and knowledge in their first language which base affirms the child’s home language
identity and serves as a foundation for the pupils to build on as they learn to speak and read where
the phono-visual oral sound blending and meaning (PVSOBM) approach is focused and the
highlight in teaching beginning reading. As the present study revealed a significant difference in
the reading performance of the Grades 1 & 2 pupils before and after the implementation of phono-
visual oral sound blending meaning (PVOSBM) approach shows that this approach is effective
and efficient to be utilized by teachers in teaching beginning reading.
V. Recommendations
1. The proposed improvement plan formulated should be utilized because it has proven to be
effective.
2. Teachers should be given ample time to prepare the necessary instructional materials to be
used in teaching beginning reading using the phono-visual oral sound blending meaning
(PVOSBM) approach.
3. Likewise, seminar workshops and other forms of training regarding the proper
implementation of phono-visual oral sound blending meaning (PVOSBM) approach in
teaching beginning reading must be conducted especially to the key stage 1 teachers.
4. Moreover, a certain approach will not work equally well with all children because of
individual difference and different pace of learning among pupils, teachers must be updated
on the different approaches, techniques, and strategies in teaching reading to cater to
pupil’s individual differences in learning.
5. It is further recommended that proper orientation and close monitoring of teachers’
attitudes towards the teaching profession must be practiced not only by classroom teachers
but also by administrators and other employees in the service to gradually minimize and
discard negative manifestations whenever new strategies and other innovations are
introduced in the field.
6. To obtain mastery in teaching beginning reading, proper assignment and utilization of
teachers’ capabilities and expertise in teaching must be considered.
7. A seminar workshop on the construction of exercises or materials for beginning readers
should be conducted. Experts in reading and teaching reading practitioners in the field
should be gathered and pool their resources together to come up with appropriate learning
materials for the teaching beginning reading utilizing the PVOSBM approach.
8. School administrators should conduct regular monitoring to teachers in teaching beginning
reading.
9. Regular conduct of reading assessments to all pupils should be prioritized to address their
needs and to make sure that all of them were attended and learn to read.

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10. School administrators must allocate funds for the construction of learning materials used
in teaching beginning reading; and
11. Future researchers should replicate this study to include different locales and include
different variables and groups aside from the mentioned in this study.
ACKNOWLEDGMENT
All dreams are within reach. All you must do is keep
moving towards them.
-Viola Davis
Millions of thanks may not be enough to express how grateful I am to the people who came
along and contributed so much for the completion of my thesis. I would like to acknowledge the
following individuals who have shared much of their time, effort and resources in carrying out this
study. Foremost, praises and thanks be to God Almighty, our Lord and Savior Jesus Christ, for His
presence, provision, protection, and preservation. To Dr. Jasmine B. Misa, my thesis adviser, for
the invaluable encouragement, reminders, and for the trust and confidence in my capabilities which
provided me with the motivation and zeal to pursue this endeavor. To the members of my Thesis
Committee and Panel Examiners headed by Dr. Bryant C. Acar, Chairman and Scribe of the Pre
and Oral Examination panel, together with Dr. Annabelle A. Wenceslao and Dr. Elvin H.
Wenceslao for the smooth sailing of things behind frails in the arduous toil of my study. To the
Dean of the Graduate Department of Western Leyte College, Dr. Sabina B. Con-ui, for being
considerate in all my requests. To my DepEd Leyte Division Family headed by Dr. Mariza S.
Magan, for allowing me to conduct this study in our school. To my Consolacion Elementary
School family, spearheaded by our active Teacher-In-Charge, Mr. Temestocles I. Lacdaying Jr.,
the faculty and staff, parents, and pupils for having been instrumental in the realization of this
study. To the unwavering support of my husband, Harold, both financially and emotionally and
for always believing in me that I am bound for greater things. To my loving family, my parents
and sister, for their unconditional love, prayers and support extended which always inspire me to
do my very best in achieving this professional goal. And to all the people who believed in me and
continue to believe in me, who look up to me as an inspiration, Thank you so much. All of these
are offered to all of you. To God be All the glory.

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90
AUTHOR’S PROFILE
MS. GENALYN BAYRON-DIAPANA
The author is Ms. Genalyn Bayron-Diapana. She was born on October 30, 1990 at Brgy.
Tolingon, Isabel, Leyte. She was recently married to Mr. Harold A. Diapana. She’s presently
residing at Purok Laray, Tolingon, Isabel, Leyte. She finished her elementary education at
Tolingon Elementary School, Brgy. Tolingon,Isabel, Leyte in the year 2002-2003 as first honor.
She continued her quest for education and able to finish her secondary education at Matlang
National High School, Matlang, Isabel, Leyte in the year 2007-2008 as an academic achiever and
working student. Despite juggling between work and school, she then became a scholar and
pursued her college degree and finished Bachelor in Elementary Education at Visayas State
University-Isabel in the year 2011-2012 as Cum Laude. She took up Master of Arts in Education
major in Supervision and Administration and finished her course with complete academic
requirements at Western Leyte College of Ormoc City, Inc.
After she graduated her bachelor’s degree, she was teaching for three (3) years in Doane
Baptist School as a Grade 6 adviser in the year 2013-2016. In the same year 2016, she was hired
in DepEd and currently teaching in a multigrade school handling Grade 1 & 2 pupils at
Consolacion Elementary School, Isabel 1 District. She also attended series of webinars/seminars
and trainings to increase her professional growth as a teacher.

91

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INTERNATIONAL JOURNAL OF ADVANCED MULTIDISCIPLINARY STUDIES

IJAMS Volume III, Issue 6 June 2023, eISSN: 2799-0664

Effectiveness of the Implementation of Phono-Visual

Abstract —Teaching young children to read is the foundation of improving educational

Keywords — Effectiveness, Phono-Visual Oral Sound Blending Meaning Approach, Teaching

Copyright © 2023 IJAMS, All right reserved

In the Philippines, reading is an important gateway to the other disciplines, progress in

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Specifically, this study sought to answer the following questions:

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III. Results and Discussion

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Copyright © 2023 IJAMS, All right reserved

Copyright © 2023 IJAMS, All right reserved

MS. GENALYN BAYRON-DIAPANA

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