Authors : Ninia Mae S. Batobato; Zyrel Mae L. Cañonero; Kaye Marie Lapore; Princess Reica A. Castromayor; Jewel Mae F. Saphlot; Dr. Gladys S. Escarlos; Richie B. Loren

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/3adnv6st

Scribd : https://tinyurl.com/y9dnj8vm

DOI : https://doi.org/10.38124/ijisrt/26May795

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Phonemic awareness is a key foundation of early reading, influencing decoding, word recognition, and overall literacy development. This study examined the effect of technology-assisted storytelling on the phonemic awareness of Grade 1 learners at Musuan Integrated School using a quantitative quasi-experimental pre-test and post-test design involving 20 pupils divided into experimental and control groups. Data were gathered through an adapted Phonemic Awareness Baseline Assessment that measured rhyme recognition, syllable segmentation, and phoneme identification. The findings revealed that learners exposed to technology-assisted storytelling showed significantly greater improvement in phonemic awareness, particularly in rhyme recognition, phoneme identification, and blending, compared to those who experienced traditional storytelling, with results supported by paired and independent samples t-tests. The study concludes that technology-assisted storytelling is an effective instructional approach that enhances engagement, supports multisensory learning, and strengthens phonemic skills, and it recommends integrating digital storytelling tools alongside traditional methods to create more engaging and developmentally appropriate early literacy instruction.

Keywords : Phonemic Awareness, Technology-Assisted Storytelling, Early Literacy, Digital Learning.

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