Phonological awareness refers to the ability to recognize and manipulate the spoken components of sentences and words. It encompasses noticing, analyzing, and working with the individual sounds of spoken language. This skill develops along a continuum and is widely recognized as foundational for both reading and spelling proficiency, as it underpins decoding and word construction in print. Evidence suggests that phonological awareness is particularly critical during the initial stages of reading development (Skubic et al., 2021; Milankov et al., 2021; Nkurunziza, 2024).
In the Philippine Basic Education system, kindergarten serves as the entry point of formal education where essential literacy skills, including early reading, are cultivated. Reading constitutes a cornerstone of learning, especially in the early years. However, in the context of the “new normal,” persistent challenges have emerged. Observations from grade school teachers reveal that, despite completing full weeks of in-person instruction, many learners exhibit weak reading fluency, limited comprehension, and a general hesitancy in oral reading. These challenges underscore the need for structured, evidence-based phonological awareness programs, such as the ES Claveria Approach, which has been introduced as a targeted intervention.
International large-scale assessments reinforce these concerns. Results from PISA 2022 continue to highlight low reading performance among Filipino learners, situating the Philippines among countries facing significant literacy gaps. In response, the Department of Education has initiated the National Learning Recovery Program to address learning losses attributed to pandemic-related disruptions. While kindergarten learners were not directly affected by school closures during this period, it remains imperative to ground early education in systematic and effective strategies that ensure the mastery of foundational literacy skills. Consistent with the goals of the K–12 curriculum, the development of robust reading foundations must be prioritized from the earliest grade levels.
The ES Claveria Approach has been examined in prior research and has demonstrated promising results in strengthening phonological awareness (Amada, 2019; Bautista, 2019). The approach is built on a structured four-part lesson sequence. The initial lesson emphasizes recognition of the features and uses of pictures. The second lesson introduces learners to picture naming, focusing on the first syllable of each word, referred to as the pananda (cue). The third lesson enables learners, through repeated practice, to combine first syllables from different words to create new words, with the picture pananda serving as a visual aid when recall is uncertain. The final lesson transitions toward word formation in Filipino, reinforced by hand gestures: one finger signals learners to articulate only the first syllable, while two fingers indicate reading the complete word. This multisensory and scaffolded design facilitates phonological awareness, enhances memory recall, and fosters confidence, accuracy, and fluency in early reading.
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