Effectiveness Of Elkonin Boxes in Improving the Beginning Reading Skills of Grade Two Pupils

AUTHOR(S)

SHARON H. MANUEL

ABSTRACT

— This action research investigated the effectiveness of Elkonin Boxes in improving the beginning reading skills of grade two pupils at Don Pedro Festejo Memorial School, Santa Lucia District, Schools Division Office of Ilocos Sur, Philippines. The study aimed to address reading proficiency issues through a one-group experimental design, focusing on phonemic awareness as a foundational literacy skill. Conducted with 13 grade two pupils, the intervention employed Elkonin Boxes to enhance phonemic segmentation, decoding skills, and reading fluency. Data collection involved a pre-test and post-test to measure reading levels before and after the intervention, with results analyzed using mean scores, percentages, and paired t-tests. The study anticipated that structured phonemic awareness practice would lead to significant reading improvements, helping students progress from “Poor” to “Outstanding” reading levels. Findings were expected to substantiate Elkonin Boxes as an effective, evidence-based method for supporting early literacy development and bridging reading gaps among struggling learners. This project contributed to the “Every Child A Reader Program” (ECARP) and aligned with national literacy initiatives under the Department of Education. The research findings were disseminated through various channels, including social media, public schools, and local radio, to promote awareness and encourage wider adoption of effective literacy strategies in similar educational contexts. Keywords — Elkonin Boxes, phonemic awareness, early literacy, reading intervention, Grade two pupils, reading proficiency