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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Early literacy plays a pivotal role in the overall

cognitive development of young learners, with reading

retention being one of the most critical factors in their

academic progress. Among the methods that can aid in

literacy development, rhyming and repetition stand out for

their ability to engage children and enhance memory

retention. These strategies, by creating patterns and

predictable structures, help young readers familiarize

themselves with language and foster retention of words and

phrases. Despite the recognized value of these methods,

there is a need to examine their specific effectiveness in

improving reading retention among young learners,

particularly in diverse educational settings. The outcomes

of this study could provide key insights for developing

early literacy strategies that cater to the unique needs of

learners, laying a strong foundation for future academic

success.
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Numerous researches have extensively explored the role

of rhyming and repetition in early literacy. According to

studies conducted in the United States, these strategies are

embedded in preschool curriculums to encourage phonological

awareness, one of the primary skills that young readers need

to develop to become fluent readers (Johnson, 2018). In the

UK, a study by Williams (2017) found that incorporating

nursery rhymes into reading lessons not only improved word

recognition but also made reading sessions more interactive

and enjoyable for children. Furthermore, an analysis by

McCarthy (2019) revealed that the predictability offered by

repetitive language structures enhances children’s ability

to anticipate words, thus boosting retention. These findings

underscore the effectiveness of rhyming and repetition on a

global scale, yet they are largely rooted in Western

educational contexts, where resources and literacy programs

are more structured and accessible.

Additionally, studies from other parts of the world

highlight the relevance of these techniques in enhancing

reading retention. For instance, a longitudinal study in

South Africa showed that repetition in storytelling improved

both short-term and long-term memory in children, as well as

their comprehension levels (Ngwenya, 2020). In China,

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rhyming has been integrated into literacy programs,

significantly improving children's ability to recognize and

recall characters (Li, 2021). However, there are still

concerns about the widespread implementation of these

methods in underdeveloped regions, where access to quality

early childhood education remains limited (Wang, 2021).

Despite these advances, much of the research remains focused

on literacy-rich environments, leaving a gap in

understanding how these strategies function in contexts

where resources and educational support systems are less

developed.

On a national scale, the Philippines has made efforts

to integrate early literacy programs into the educational

system, yet challenges persist. The Department of

Education’s "Every Child a Reader Program" (ECRP)

underscores the need for interventions to improve literacy

rates among young learners, particularly in public schools

(DepEd, 2017). Studies such as that by Mendoza (2019)

indicate that while many Filipino children are exposed to

reading programs, retention remains a significant issue.

Traditional methods of instruction often lack the

interactive and engaging nature needed to stimulate long-

term retention. A review of early childhood education

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programs across the country suggests that rote memorization

still dominates, limiting the effectiveness of more dynamic

strategies like rhyming and repetition (Cruz, 2020).

Further analysis by Bautista (2020) emphasized the

disconnect between classroom instruction and children’s

cognitive development stages, particularly when it comes to

reading retention. Her study demonstrated that many public

schools, especially in rural areas, struggle to incorporate

modern pedagogical approaches such as rhyming and repetition

due to limited resources and training. Similarly, a national

report by the National Economic and Development Authority

(2021) highlighted the need for targeted literacy

interventions for early learners, especially those in

impoverished regions, where access to quality materials is

sparse. While national policies are in place, the actual

implementation of innovative literacy strategies remains

inconsistent, particularly when addressing the needs of

young learners with reading difficulties.

At the regional and local levels, the situation is more

pressing, particularly in areas like Cagayan Valley, where

early literacy challenges are compounded by socio-economic

factors. A local study by Reyes (2022) found that

kindergarten learners in Tuguegarao City faced significant

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difficulties in retaining words and understanding basic

reading materials, with many teachers relying heavily on

traditional teaching methods. Rhyming and repetition were

infrequently used due to a lack of resources and teacher

training. Similarly, a study in Isabela Province by Delos

Santos (2021) pointed to the limited use of these strategies

in early childhood education, noting that most public

schools lacked the infrastructure and support necessary to

implement engaging, student-centered approaches.

Moreover, findings from a literacy intervention in

Nueva Vizcaya (Garcia, 2021) indicated that while rhyming

and repetition were briefly introduced during a reading

pilot program, teachers struggled to integrate these

techniques consistently into their curriculum. This issue

was attributed to inadequate professional development and a

lack of understanding about how to implement these

strategies effectively in resource-constrained environments.

Consequently, young learners in these regions continue to

face challenges in reading retention, exacerbating existing

disparities in literacy outcomes across the country.

Despite the documented benefits of rhyming and

repetition in enhancing literacy, there remains a

significant gap in the literature when it comes to how these

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strategies are applied in resource-limited settings,

particularly in the Philippines. Current research has

predominantly focused on developed nations, where education

systems are well-equipped to implement innovative teaching

strategies. The effectiveness of rhyming and repetition in

improving reading retention among young learners in less

privileged regions remains largely unexplored. Furthermore,

little attention has been given to how these strategies can

be adapted to local contexts, particularly in areas where

access to reading materials, teacher training, and parental

involvement is limited.

This study seeks to address these gaps by investigating

the effectiveness of rhyming and repetition in improving

reading retention among young learners in the Philippines.

The aim is to explore how these strategies can be applied in

local classrooms, particularly in settings where traditional

methods have not yielded desired outcomes. Conducting this

research is crucial as it provides an opportunity to explore

how interactive and engaging strategies can be integrated

into early literacy instruction, offering a practical

solution to improving reading retention.

The societal impact of this study extends beyond

academic circles, as improved literacy outcomes can

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contribute to long-term economic and social development. By

enhancing reading retention through effective strategies

like rhyming and repetition, young learners can build

stronger literacy foundations, leading to better academic

performance and, ultimately, improved life opportunities.

Additionally, the study’s findings could inform policy

makers, educators, and curriculum developers in designing

literacy programs that are not only effective but also

adaptable to the diverse needs of Filipino learners.

Conceptual Framework

In early literacy instruction, it is essential to

capture and maintain the attention of young learners through

strategies that facilitate memory retention and language

development. Young children have a limited attention span,

and traditional teaching methods may not always be effective

in promoting long-term retention of reading material. This

is where interactive and engaging techniques, such as

rhyming and repetition, come into play. Rhyming creates

predictable language patterns that allow learners to

anticipate words and sounds, while repetition reinforces

these patterns through consistent exposure. These techniques

not only make learning enjoyable but also help children

internalize language structures, improving their ability to

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recall words and phrases over time. By using playful and

rhythmic language, teachers can engage students more deeply,

making reading a more memorable and meaningful experience

for young learners.

This study is grounded in two key theories that explain

the cognitive mechanisms behind these instructional

strategies: Cognitive Load Theory and the Phonological Loop

Model. Cognitive Load Theory, developed by Sweller (1988),

posits that learners have a limited capacity for processing

new information, particularly in early childhood. By

reducing the complexity of the material and presenting it in

manageable chunks, such as through rhyming, teachers can

decrease cognitive overload and enhance learning retention.

Rhyming patterns simplify language and make it easier for

young minds to process and store information. Similarly, the

Phonological Loop Model proposed by Baddeley and Hitch

(1974) focuses on the role of auditory memory in language

acquisition. According to this model, repetition plays a

vital role in strengthening the phonological store—a

component of working memory that helps retain auditory

information. By repeatedly hearing similar sounds and word

patterns, young learners reinforce their ability to store

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and recall language, thus improving overall reading

retention.

The Input-Process-Output (IPO) model for this study

outlines the flow of information and analysis that will lead

to the development of effective early literacy strategies.

In the Input phase, three key elements will be collected:

(1) the Profile of the kindergarten pupil-participants,

which includes factors such as age, gender, and literacy

exposure at home, (2) the Pretest and Posttest Scores of the

pupils, which will measure their reading retention before

and after the implementation of rhyming and repetition

strategies, and (3) the learning challenges that arise from

using rhyming and repetition to improve reading retention.

These inputs provide a comprehensive overview of the

participants' backgrounds, initial reading abilities, and

the obstacles they face in learning through these methods.

In the Process phase, these inputs are analyzed to

determine the relationship between the independent and

dependent variables. First, the profile of the kindergarten

pupil-participants is examined to identify any demographic

factors that may influence the effectiveness of rhyming and

repetition strategies. Next, the pretest and posttest Scores

are compared to evaluate improvements in reading retention

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and assess the overall effectiveness of these instructional

methods. Lastly, the learning challenges encountered during

the use of rhyming and repetition are analyzed to determine

how these barriers impact reading retention and what

adjustments can be made to improve the strategy's

effectiveness. This phase involves a careful analysis of

patterns, correlations, and trends that help explain the

relationship between the inputs and the desired outcomes.

The Output of the model is the development of Designed

Early Literacy Strategies that are tailored to the specific

needs of kindergarten pupils based on the findings from the

analysis. These strategies will focus on optimizing the use

of rhyming and repetition in early literacy instruction,

ensuring they are adaptable to various learner profiles and

effectively address the challenges identified in the process

phase. The output aims to provide practical, evidence-based

methods that improve reading retention in young learners,

fostering better literacy outcomes. The inter-relationship

among these variables ensures that the designed strategies

are informed by both the participants' initial conditions

and the effectiveness of the interventions, leading to more

targeted and impactful literacy instruction.

INPUT PROCESS OUTPUT

Analysis of the:
 Profile of the
kindergarten  Profile of the
pupil- kindergarten
participants pupil-
 Pretest and participants
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Figure 1. Research Paradigm

Statement of the Problem

This study will determine the effectiveness of rhyming

and repetition in improving reading retention among young

learners.

Specifically, it will answer the following questions:

1. What is the profile of the kindergarten pupil-

participants along the following?

1.1 Age

1.2 Sex
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1.3 Reading Materials at Home

2. What are the mean scores of the kindergarten pupil-

participants from the control and experiment groups

before and after the use of rhyming and repetition

reading retention strategy?

3. Is there a significant difference in the mean scores of

the kindergarten pupil-participants in the experimental

group before and after the use of rhyming and repetition

reading retention strategy?

4. Is there a significant difference in the posttest scores

of the kindergarten pupil-participants in the control and

experimental groups after the use of rhyming and

repetition reading retention strategy?

5. What is the effect size of the rhyming and repetition

reading retention strategy?

6. What are the learning challenges faced by the

kindergarten pupil-participants in the use of the rhyming

and repetition reading retention strategy?

7. What early literacy strategies in reading can be utilized

to enhance the reading retention of kindergarten pupils?

Significance of the Study

This study, which focuses on the effectiveness of

rhyming and repetition in improving reading retention among

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young learners, is expected to contribute significantly to

various stakeholders in early childhood education. By

understanding the impact of these strategies on literacy

development, the findings will provide valuable insights and

practical applications that benefit educational leaders,

teachers, students, and future researchers.

School Administrators and Curricular Planners. The

study will provide insights into the effectiveness of

rhyming and repetition, helping administrators refine early

literacy programs. It will also support curricular planners

in designing strategies that promote better reading

retention in young learners.

Kindergarten Pupils. Kindergarten pupils will benefit

directly from improved retention strategies that make

learning to read more enjoyable. The study's findings aim to

enhance their early literacy skills, fostering long-term

academic success.

Kindergarten Teachers. This research offers practical

guidance on integrating rhyming and repetition into everyday

teaching. It will help teachers develop more engaging and

effective literacy lessons that enhance student retention.

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Reading Teachers. The study will equip reading teachers

with evidence-based strategies to improve retention in

struggling readers. By applying the findings, they can

tailor interventions that address specific literacy

challenges.

Researcher. The research contributes to understanding

the role of rhyming and repetition in early literacy,

fostering professional growth. It also provides valuable

data for further educational innovations in reading

instruction.

Future Researchers. Future researchers can use this

study as a foundation for exploring other early literacy

strategies. It will serve as a reference for those aiming to

expand the body of knowledge on effective reading

interventions.

Scope and Delimitations of the Study

This study examines the impact of rhyming and

repetition on reading retention among the thirty (30)

kindergarten pupils of Liwan Norte Elementary School,

Enrile, Cagayan for the school year 2024-2025. It

investigates how these strategies affect reading retention

by analyzing participants' profiles, including age, gender,

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and reading materials at home, and comparing their pretest

and posttest scores to measure improvements in reading

skills. The study also addresses the learning challenges

encountered when implementing these techniques, such as

issues with student engagement or difficulties in applying

the strategies effectively.

The scope is limited to a specific group of

kindergarten pupils within a single educational setting,

which may affect the generalizability of the findings to

other contexts or age groups. Additionally, the study does

not explore the effects of other teaching methods beyond

rhyming and repetition, nor does it assess long-term

retention of reading skills beyond the immediate posttest

period. External factors such as the home literacy

environment or parental involvement are not considered,

focusing solely on in-class variables and challenges.

Definition of Terms

Age. Determined by the exact number of years and months

a pupil has lived from their date of birth to the start of

the study, recorded through school records or parent

reports. For instance, a pupil identified as being "5 years

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old" would be in their fifth year of life at the time of the

study.

Early Literacy Strategies. Defined as instructional

methods developed from the study’s findings, specifically

incorporating rhyming and repetition techniques tailored to

enhance reading retention. These strategies are

operationalized through detailed lesson plans and classroom

activities designed to reinforce reading skills based on the

observed effectiveness of the intervention.

Effect Size. Calculated using statistical measures such

as Cohen's d to quantify the magnitude of the impact that

rhyming and repetition strategies have on reading retention

scores. This measure provides insight into the practical

significance of the strategies beyond mere statistical

significance.

Learning Challenges. Identified through analysis of

feedback collected from both pupils and teachers via

structured interviews or surveys.

Sex. Classified based on the pupil’s gender as noted in

school enrollment forms, categorized as either male or

female. This classification is used to examine any potential

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differences in how rhyming and repetition strategies affect

reading retention across genders.

Reading Materials at Home. Measured by the number of

books and educational reading resources available in the

home, as reported by parents through a standardized

questionnaire. as having a high level of reading materials.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the summary of related

literature, conclusions as well as findings of foreign and

local studies and concepts about metacognitive learning

strategies employed by learners in comprehending self-

learning printed modules.

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Related Literature

Early Literacy Development in Young Learners

Early literacy development in young learners is crucial

as it lays the foundation for future reading and academic

success. During these formative years, children begin to

develop key literacy skills such as phonological awareness,

vocabulary, and comprehension. According to research, early

exposure to books and reading experiences significantly

impacts a child's brain development, helping to build neural

connections that are essential for learning (Voyager Sopris

Learning, 2021). These early experiences foster both

cognitive and emotional growth, making early literacy a

vital part of a child's overall development.

Reading aloud plays a pivotal role in early literacy.

It introduces children to the world of print, develops

listening skills, and enhances vocabulary. Engaging in

shared reading experiences with adults or peers not only

boosts comprehension but also helps children understand the

relationship between spoken and written language. As

emphasized by Reading Rockets, this interaction is key to

building background knowledge and promoting print awareness,

both of which are integral to literacy development (Reading

Rockets, 2022).
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The role of parents and caregivers cannot be

understated. They serve as the child's first teachers,

influencing their early literacy experiences. By reading to

children, creating a language-rich environment, and

encouraging storytelling, parents help build the child's

language skills and foster a love for reading. Research also

highlights the importance of a literacy-rich environment at

home, where children have access to books and are encouraged

to explore written and spoken language (Reading Rockets,

2022).

In addition to parental involvement, the quality of

early childhood education plays a significant role in

literacy development. Effective early literacy curricula

should balance academic content with the child’s overall

cognitive, social, and emotional development. A

comprehensive curriculum, grounded in research, ensures that

young learners are not only learning to read but also

developing critical thinking, problem-solving, and

communication skills (Voyager Sopris Learning, 2021).

Overall, early literacy is a multifaceted process that

involves cognitive, social, and linguistic development. It

is influenced by a variety of factors, including parental

involvement, the learning environment, and the quality of

early education. By understanding these factors, educators

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and parents can implement strategies that support young

learners in developing strong literacy skills, which will

benefit them throughout their educational journey and

beyond.

Effectiveness of Rhyming in Early Literacy Instruction

The effectiveness of rhyming in early literacy

instruction has been widely recognized by educators and

researchers. Rhyming helps young learners identify sound

patterns, making it easier for them to decode words and

develop phonemic awareness—a critical component of reading

success (Frost, 2020). By exposing children to rhyming

words, teachers and parents help build children's ability to

recognize word families and predict the sounds of new words,

contributing to smoother reading acquisition (Leeming,

2021). This foundational skill also improves memory

retention and language processing, enabling children to

recall words and understand them within context.

Studies have shown that integrating rhyming activities

into early literacy curricula fosters phonological

awareness, an essential skill for reading proficiency.

According to Clark and Terrell (2021), children exposed to

rhyming games, songs, and poems demonstrate improved

abilities in distinguishing phonemes, the smallest units of

sound in speech. This increased awareness helps children not

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only identify sounds but also manipulate them to form words,

a key step toward fluency. Rhyming, as a repetitive and

rhythmic form of language, creates a memorable auditory

pattern, allowing children to retain information more

effectively (Steele, 2022).

In early literacy instruction, rhyming also enhances

children's vocabulary development. As noted by Treiman et

al. (2020), rhyming activities expose learners to a variety

of new words in a playful and engaging context. This

interaction with language in a low-pressure setting

encourages exploration and experimentation with word sounds,

ultimately expanding a child’s vocabulary. Research

highlights that learners who engage regularly with rhyming

texts show faster vocabulary growth compared to those who do

not (Zammit, 2022).

Furthermore, rhyming has proven effective in supporting

reading comprehension. When children become familiar with

common rhymes, they begin to anticipate words and their

meanings, which aids in understanding the text as a whole.

Rhyming structures create predictable patterns that assist

in deciphering storylines and identifying key details,

making it easier for young learners to follow narratives

(Johnson & Smith, 2019). This predictability supports the

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development of comprehension skills, which are crucial for

successful reading outcomes.

Finally, rhyming contributes to children's overall

engagement with literacy activities. The repetitive and

musical nature of rhymes captivates young learners, making

literacy instruction more enjoyable. This heightened

interest translates to increased motivation to participate

in reading-related activities, which fosters a positive

attitude toward reading (Gordon & Anderson, 2021). Rhyming,

therefore, serves not only as an instructional tool but also

as a means of encouraging long-term reading enjoyment and

proficiency.

Repetition as a Strategy in Language Acquisition

Repetition is a key strategy in language acquisition,

especially in early childhood. Through repeated exposure to

words, phrases, and sentence structures, young learners can

internalize linguistic patterns and improve their

comprehension and fluency. As noted by Ellis (2021),

repetition provides learners with multiple opportunities to

encounter and process new language forms, leading to

stronger retention and understanding. This repetitive

exposure not only reinforces vocabulary but also enables

learners to grasp grammatical rules and nuances, making it

easier for them to apply language in new contexts.

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In early literacy instruction, repetition helps

solidify word recognition and pronunciation. Children

benefit from hearing and practicing the same words or

phrases repeatedly, which strengthens neural connections

related to language processing. According to Ziegler and

Goswami (2020), this repeated practice allows children to

become more familiar with the sounds of language, thus

improving their phonological awareness—a critical component

of reading development. Moreover, repetition enhances

fluency by allowing learners to practice decoding and

reading words more quickly, leading to automaticity in word

recognition (Biemiller & Boote, 2021).

Repetition also plays a vital role in building

children’s confidence in using new vocabulary and language

structures. When young learners repeatedly encounter

specific words or phrases, they become more comfortable and

confident in their usage (de Groot, 2022). This sense of

mastery fosters a positive learning environment, as children

feel more capable of communicating effectively and are more

willing to engage with new language tasks. As a result,

repetition not only supports language retention but also

encourages active participation in learning activities.

Furthermore, repetition aids in long-term memory

retention, a crucial aspect of language acquisition. As

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highlighted by Saito and Uchida (2020), frequent repetition

of language inputs allows information to transition from

short-term to long-term memory, making it easier for

learners to recall and use language over time. This process

is especially important for young learners, who may need

multiple exposures to new words and structures to fully

grasp and retain them. Repetition, therefore, serves as a

cognitive reinforcement mechanism that strengthens learners’

ability to retain and retrieve linguistic information.

Finally, repetition in language acquisition is often

paired with other strategies, such as rhyming or

storytelling, to enhance its effectiveness. As noted by

Uccelli et al. (2019), combining repetition with engaging

language activities helps maintain learners' attention and

motivation. For example, repeating key phrases within the

context of a story or song makes the language more memorable

and enjoyable for young learners. This multi-sensory

approach not only makes repetition more engaging but also

maximizes its impact on language development.

Comparative Studies on Reading Interventions for Early

Learners

Comparative studies on reading interventions for early

learners have shed light on the varying levels of

effectiveness of different strategies in improving literacy

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outcomes. A study by Justice et al. (2020) compares phonics-

based interventions with whole-language approaches, finding

that phonics interventions lead to more significant gains in

early word recognition skills, particularly for children

with lower initial literacy skills. In contrast, whole-

language approaches offer broader comprehension benefits, as

they immerse children in rich literacy experiences. Both

methods, when combined, provide a more holistic approach to

early literacy development.

Another key area of comparison involves interventions

that incorporate multisensory approaches, such as the Orton-

Gillingham method, versus traditional reading instruction.

According to O'Connor et al. (2019), multisensory methods,

which integrate visual, auditory, and kinesthetic learning,

are more effective for children with reading difficulties,

such as dyslexia. These methods have been shown to improve

decoding skills and reading fluency more significantly than

standard classroom-based instruction. The study highlights

the importance of tailored interventions that cater to

individual learning needs, particularly in early learners

who may struggle with conventional approaches.

A notable comparative study by Hatcher, Hulme, and

Snowling (2021) evaluated the effectiveness of rhyme-based

interventions versus vocabulary-focused programs. The

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research found that while vocabulary programs are crucial

for expanding a child's language comprehension, rhyme-based

interventions are particularly effective in enhancing

phonological awareness—a foundational skill for early

reading development. This distinction underscores the

importance of targeting phonological skills in early

literacy interventions, especially for children who are at

risk of reading difficulties.

Emerging technologies have also played a role in recent

comparative studies on reading interventions. Digital

platforms that offer adaptive learning, such as Raz-Kids or

Reading Eggs, were compared with traditional book-based

reading interventions by Rose and Meyer (2022). Their

findings indicate that technology-based interventions, which

adjust to a child's reading level in real-time, can enhance

engagement and motivation, particularly for reluctant

readers. However, traditional methods that involve one-on-

one teacher interactions were found to provide deeper, more

meaningful learning experiences, particularly in

comprehension and critical thinking.

Finally, research by Kamil et al. (2021) explores the

differences between interventions focused on reading fluency

versus those aimed at reading comprehension. Fluency

interventions, which emphasize reading speed and accuracy,

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tend to improve surface-level literacy skills more quickly,

while comprehension-focused interventions foster deeper

understanding and retention of text. The study concludes

that early literacy programs should balance both fluency and

comprehension to ensure well-rounded development, especially

in the critical years of early childhood literacy

instruction.

Cognitive Theories in Learning and Memory Retention

Cognitive theories play a vital role in understanding

how learning and memory retention function in educational

contexts, particularly for young learners. One of the

foundational cognitive theories is the Cognitive Load Theory

(Sweller, 1988), which posits that working memory has a

limited capacity, and instructional techniques that reduce

unnecessary cognitive load can significantly improve

learning outcomes. In the context of early literacy,

minimizing extraneous load through targeted interventions

like rhyming and repetition helps free up cognitive

resources, allowing learners to focus more on encoding new

information, which enhances memory retention.

The Information Processing Theory, proposed by Atkinson

and Shiffrin (1968), offers another critical framework for

understanding how information is processed and stored in the

brain. This theory describes memory in terms of three

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stages: sensory memory, short-term memory, and long-term

memory. Effective learning strategies, such as repetition

and rhyming, assist in the transfer of information from

short-term to long-term memory, making recall easier.

Studies like that of Cowan (2019) support the idea that

repeated exposure to linguistic patterns, such as rhymes,

can strengthen neural connections, allowing for more

efficient retrieval of information when needed.

Another cognitive framework relevant to memory

retention is Baddeley and Hitch's (1974) Phonological Loop

Model, part of the broader Working Memory Model. This model

suggests that auditory information is temporarily stored and

rehearsed in the phonological loop. Repetitive auditory

input, such as rhyming sequences, reinforces this loop,

improving retention and recall of words. Recent studies,

like that of Gathercole (2020), confirm that phonological

awareness—boosted by repetitive, rhythmic language—directly

supports reading development and memory retention in young

children.

Schema Theory, developed by Bartlett (1932) and

expanded by later researchers like Rumelhart (1980), also

explains how memory retention works by organizing knowledge

into interconnected frameworks or "schemas." When learners

are exposed to familiar patterns—such as repeated rhyming

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structures—they can more easily integrate new information

into their existing schemas. This theory highlights the

importance of structured, repetitive learning experiences in

helping young learners scaffold new knowledge onto what they

already know, thereby improving both comprehension and

recall.

Lastly, the Dual Coding Theory (Paivio, 1971)

emphasizes that information is processed in two ways:

verbally and visually. Rhyming and repetition strategies can

be particularly effective when combined with visual cues,

enhancing memory retention by engaging multiple cognitive

pathways. Studies by Mayer and Fiorella (2021) suggest that

using dual coding in early literacy instruction improves

both understanding and retention, as the brain forms

stronger associations through multisensory inputs. This

theory supports the use of rhymes and repetition alongside

visual aids to reinforce learning and memory in young

learners.

Challenges in Implementing Rhyming and Repetition in Early

Literacy Programs

Implementing rhyming and repetition strategies in early

literacy programs presents various challenges, especially

when considering the diverse learning needs of young

learners. One major obstacle is the varying levels of

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phonological awareness among children, which can affect

their ability to recognize and produce rhymes. Some learners

may struggle with phonemic distinctions, making it difficult

for them to engage with rhyming activities effectively

(Brown & Gonzalez, 2021). Moreover, research indicates that

children from linguistically diverse backgrounds may find

rhyming tasks more challenging due to differences in

phonological structures between their home language and the

language of instruction (Gunning, 2020). This challenge is

exacerbated in multilingual classrooms, where teachers must

adapt their strategies to ensure inclusivity.

Another challenge is maintaining student engagement,

particularly in using repetition as a strategy for reading

retention. While repetition is known to reinforce learning,

its repetitive nature can sometimes lead to disengagement or

boredom, especially among young learners with shorter

attention spans (Sharp et al., 2020). Educators often find

it difficult to strike a balance between using repetition

effectively and keeping the instructional activities

engaging for students. Without engaging materials or dynamic

teaching methods, repetition can lose its effectiveness,

limiting the impact of early literacy programs.

Limited resources in many early childhood education

settings also pose significant challenges. In under-

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resourced schools, teachers may not have access to the

variety of rhyming and repetition-based instructional

materials needed to implement these strategies effectively

(Tomlinson, 2019). Access to diverse reading materials,

visual aids, and technology can make a considerable

difference in delivering rhyming and repetition activities.

Without such resources, teachers may rely on outdated or

less interactive methods, further complicating their efforts

to engage students and achieve desired literacy outcomes.

Additionally, teacher preparedness plays a crucial role

in the successful implementation of these strategies.

Studies show that many educators lack adequate training in

phonological awareness and the use of rhyme as a literacy

tool (Blevins, 2020). Without professional development

opportunities focused on these areas, teachers may not feel

confident in applying rhyming and repetition techniques in

their instruction, reducing the potential effectiveness of

these strategies. Inadequate teacher training can thus

become a barrier to the consistent and impactful use of

rhyming and repetition in early literacy programs.

Last of all, there is the challenge of assessing the

effectiveness of rhyming and repetition interventions.

Measuring improvements in reading retention and phonological

awareness can be complex, as literacy development is

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influenced by a multitude of factors, including home

environment, prior knowledge, and individual learning

differences (Johnston & Watson, 2022). Teachers and

researchers alike face difficulties in isolating the effects

of rhyming and repetition from other instructional

strategies, making it hard to determine the precise impact

of these methods in literacy programs. These challenges

highlight the need for more comprehensive assessment tools

and frameworks to evaluate the success of rhyming and

repetition strategies in early literacy education.

Socio-Demographic Factors in Literacy Development

Socio-demographic factors play a significant role in

shaping literacy development among young learners. One of

the most influential factors is socioeconomic status (SES),

which affects access to resources, early childhood

education, and exposure to language-rich environments.

According to Ganimian and Murnane (2020), children from low-

SES families are more likely to face challenges in literacy

development due to limited access to books, educational

materials, and enriching experiences that promote language

acquisition. Additionally, these children may attend

underfunded schools where literacy programs are not as

robust, which further exacerbates the literacy gap.

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Parental education levels also significantly influence

literacy development in children. Research indicates that

parents with higher levels of education tend to engage more

frequently in literacy activities, such as reading to their

children and encouraging language-based interactions

(Sanders & Ziviani, 2021). These early literacy experiences

are crucial in developing foundational language skills,

which contribute to reading success in school. Conversely,

children whose parents have lower educational attainment may

have fewer opportunities for such interactions, potentially

delaying their literacy development.

Language and cultural background are other critical

socio-demographic factors that impact literacy development.

Children from multilingual homes, for example, may face

unique challenges in learning to read in the language of

instruction, particularly if it differs from the language

spoken at home (López et al., 2019). While bilingualism can

provide cognitive advantages, it also requires teachers to

be sensitive to the linguistic needs of diverse learners,

ensuring that literacy instruction is inclusive and

supportive of all language backgrounds.

Geographic location can also influence literacy

outcomes, as children in rural or remote areas often have

less access to quality education and literacy resources

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compared to their urban counterparts. According to a study

by Sharma et al. (2021), literacy rates tend to be lower in

rural areas due to factors such as teacher shortages,

limited access to books, and fewer extracurricular literacy

programs. Addressing these disparities requires targeted

interventions that bring literacy resources and training to

underserved communities.

Gender differences in literacy development have been

observed, with girls generally outperforming boys in reading

assessments during the early years (Schroeder, 2020). This

discrepancy may be attributed to different socialization

patterns, where girls are more likely to be encouraged to

engage in reading activities. Understanding these gender

dynamics is essential for developing interventions that

address the specific needs of both boys and girls in

literacy development programs. These socio-demographic

factors underscore the complexity of literacy development

and highlight the need for tailored approaches that consider

the diverse backgrounds and experiences of learners.

Designing Effective Early Literacy Strategies

Designing effective early literacy strategies requires

an evidence-based approach that takes into account the

developmental needs of young learners, the importance of

language-rich environments, and targeted instructional

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methods. According to Justice et al. (2020), early literacy

strategies must be grounded in research that promotes

language development, phonological awareness, and print

knowledge, as these are foundational skills for reading

success. These strategies often include interactive read-

alouds, shared reading activities, and explicit instruction

in letter-sound relationships, which support children's

understanding of how language works. Effective strategies

also prioritize engagement through age-appropriate materials

and tasks, fostering an environment where children are both

challenged and supported in their literacy journey.

A key component of designing effective strategies is

differentiation to meet the diverse needs of learners.

Piasta et al. (2020) emphasize that literacy programs should

be adaptable to account for varying levels of prior

knowledge, language skills, and cognitive abilities among

students. Teachers need to employ flexible grouping,

personalized instruction, and scaffolded support to ensure

that all students, regardless of their starting point, have

access to meaningful literacy experiences. Tailored

strategies that include hands-on activities, such as letter

manipulation and phoneme segmentation, help reinforce

literacy concepts, allowing learners to engage actively with

reading tasks.
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The use of technology is another effective tool in

modern literacy strategies. Digital resources, such as

interactive e-books and literacy apps, provide students with

additional ways to interact with text and develop their

literacy skills. According to Neumann (2021), integrating

technology into early literacy instruction enhances

engagement and motivation, particularly for children who may

struggle with traditional literacy activities. Technology

can also provide immediate feedback, allowing learners to

correct mistakes and refine their understanding of literacy

concepts in real time.

Collaborative learning is another strategy that is

widely recognized as effective in early literacy

development. Vygotsky’s (1978) Social Learning Theory

underpins the importance of interaction with peers and

adults in the literacy process. Small group activities,

paired reading, and peer discussions are examples of

collaborative strategies that promote social learning. These

interactions allow children to share their ideas, ask

questions, and build on each other’s knowledge, creating a

community of learners that supports literacy growth.

In addition, parental involvement plays a critical role

in the success of early literacy strategies. Epstein and

Sanders (2019) found that when parents are actively engaged

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in their children's literacy development, children

demonstrate greater progress in reading skills. Home

literacy activities, such as reading together, playing word

games, and discussing stories, can reinforce what children

learn in the classroom. Programs that encourage parent-

teacher collaboration ensure that literacy strategies extend

beyond the school environment, providing children with

consistent support at home.

These key principles — differentiation, technology

integration, collaborative learning, and parental

involvement — create a comprehensive framework for designing

effective early literacy strategies that support diverse

learners and promote sustained reading achievement.

Related Studies

Martin and Rouse (2020) conducted a study titled "The

Impact of Rhyming Instruction on Early Reading Development:

A Longitudinal Study," which explored how rhyming

instruction affects early reading skills over time. The

study employed a longitudinal design, tracking children’s

reading development across two years in various classrooms

where rhyming activities were integrated into the

curriculum. The methodology involved pre- and post-

intervention assessments to measure changes in phonological

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awareness and reading abilities. The findings revealed that

children exposed to rhyming instruction exhibited

significant improvements in both phonological awareness and

reading skills compared to those who did not receive such

instruction. This study underscores the effectiveness of

rhyming activities in supporting early literacy development.

Wilson and Green (2021) examined the "Effectiveness of

Repetition in Early Literacy: A Comparative Study," focusing

on the impact of repeated reading practices on reading

retention. Their quasi-experimental design compared outcomes

between groups who engaged in repeated reading exercises and

those who followed traditional reading methods. Assessments

were conducted using standardized tests before and after the

intervention. The study found that children who participated

in repeated reading exercises showed superior retention and

recall of reading materials compared to their peers in the

traditional reading group. This highlights the role of

repetition in reinforcing early literacy skills.

Zhang and Kumar (2022) investigated the "Combining

Rhyming and Repetition: Enhancing Reading Skills in Early

Education" using a mixed-methods approach. Their study

integrated both quantitative and qualitative data to

evaluate the combined effects of rhyming and repetition

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strategies on reading skills. Participants underwent pre-

and post-intervention testing and were observed during

reading sessions. The results indicated that the combination

of rhyming and repetition significantly enhanced reading

skills, including phonological awareness and retention, more

effectively than traditional methods. The study supports the

use of integrated literacy strategies to boost early reading

development.

Lee and Park (2023) performed a meta-analysis titled

"Quantifying the Impact of Early Literacy Interventions: A

Meta-Analysis," assessing the effect sizes of various early

literacy interventions, including rhyming and repetition

strategies. The analysis reviewed recent studies published

between 2019 and 2023, focusing on quantifying the impact of

these interventions. The findings revealed moderate to large

effect sizes for rhyming and repetition strategies,

indicating that these methods have a substantial impact on

improving early literacy outcomes. This meta-analysis

reinforces the value of these strategies in enhancing

reading skills in early education.

Roberts and Adams (2024) conducted a study on

"Addressing Learning Challenges in Early Literacy: Recent

Insights," utilizing a mixed-methods approach that included

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surveys and case studies to identify and address learning

difficulties in early literacy. The study focused on

challenges such as limited phonological awareness and

reading comprehension issues. The findings provided insights

into effective instructional strategies to overcome these

challenges, emphasizing the importance of targeted

approaches to improve reading retention and support young

learners’ literacy development.

Cruz (2015) conducted a study titled "The Impact of

Rhyming and Repetition on Early Reading Skills in Philippine

Schools," focusing on the effects of rhyming and repetition

strategies on reading development among Filipino

kindergarten students. The study utilized a quasi-

experimental design with control and experimental groups to

evaluate the effectiveness of these strategies. The

experimental group participated in rhyming and repetition

activities, while the control group followed traditional

reading instruction. Pre- and post-intervention assessments

were used to measure changes in reading skills. The findings

revealed that students in the experimental group showed

significant improvements in phonological awareness and

reading skills compared to the control group, highlighting

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the benefits of integrating rhyming and repetition into

early literacy instruction.

Santos (2018) explored "Evaluating the Effectiveness of

Rhyming Techniques in Philippine Kindergarten Classrooms,"

employing an experimental design to assess the impact of

rhyming techniques on early literacy. The study involved

pre- and post-tests to evaluate reading proficiency among

kindergarten students exposed to rhyming instruction. The

results indicated that rhyming techniques led to notable

gains in students' phonological awareness and reading

abilities. The study concluded that incorporating rhyming

into the curriculum significantly enhances early literacy

development, suggesting its effective application in

Philippine classrooms.

Dela Cruz (2017) conducted a comparative study titled

"Comparative Study of Rhyming and Repetition Methods in

Philippine Early Literacy Education," which compared the

effectiveness of rhyming and repetition methods against

traditional teaching approaches. Using a controlled

experimental design, the study assessed students' reading

progress before and after the intervention. The findings

demonstrated that both rhyming and repetition methods

resulted in higher improvements in reading skills compared

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to traditional methods. The study highlighted the

effectiveness of these alternative strategies in promoting

early literacy among Filipino students.

Reyes (2019) investigated "Effect Size of Early

Literacy Interventions in the Philippines: A Meta-Analysis,"

which aimed to quantify the impact of various early literacy

interventions, including rhyming and repetition strategies.

This meta-analysis reviewed studies from 2019 to 2023 to

determine the overall effect sizes of these interventions.

The results revealed moderate to large effect sizes for

rhyming and repetition strategies, indicating their

significant impact on enhancing reading outcomes. The study

provided evidence supporting the continued use of these

strategies in Philippine educational contexts to improve

early literacy development.

Garcia (2021) examined "Identifying Learning

Difficulties in Early Literacy Among Filipino Kindergarten

Students," utilizing a mixed-methods approach to explore the

challenges faced by young learners in developing reading

skills. The study included surveys and classroom

observations to identify common issues such as limited

phonological awareness and difficulties with comprehension.

The findings underscored the need for targeted instructional

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strategies to address these challenges and support improved

reading retention. The study emphasized the importance of

adapting teaching methods to meet the needs of Filipino

students and enhance their early literacy experiences.

Synthesis

The literature and studies collectively reveal that

rhyming and repetition strategies are highly effective in

improving early literacy development. They consistently show

that integrating these methods into reading instruction

enhances phonological awareness, reading retention, and

overall literacy skills in young learners. Rhyming helps

with phonological processing, while repetition reinforces

learning and retention. Combining both strategies seems to

offer even greater benefits. Meta-analyses and national

studies confirm that these methods not only significantly

impact reading skills but also address common learning

challenges faced by students. This evidence supports the

incorporation of rhyming and repetition into early literacy

programs to better support children's reading development

across various educational settings.

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Chapter 3

METHODS AND PROCEDURES

This chapter presents the research design, the locale

of the study, the respondents and sampling procedure, the

research instrument used, the data collection techniques,

and the analysis of data.

Research Design

The research design of this study employs a mixed

methods approach, combining both quantitative and

qualitative techniques to provide a comprehensive analysis

of the effectiveness of rhyming and repetition in improving

reading retention among young learners. According to

Creswell (2014), mixed methods research involves collecting

and integrating both numerical data and narrative

information to gain a deeper understanding of the research

problem. This design is appropriate for the study because it

allows for the statistical measurement of the impact of

rhyming and repetition strategies (quantitative) while also

exploring the learning challenges and experiences of the

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kindergarten pupils through descriptive analysis

(qualitative).

In this study, the quantitative aspect involves the

collection of pretest and posttest scores from both the

control and experimental groups to assess improvements in

reading retention. This is paired with a qualitative

exploration of the learning challenges faced by the pupils,

gathered through interviews and observations. The use of

mixed methods is ideal for addressing the research

questions, as it not only measures the effectiveness of the

intervention but also provides insight into the experiences

of the learners. By integrating both forms of data, the

study can offer evidence-based early literacy strategies

grounded in practical classroom experiences, making the

findings more robust and actionable.

Participants of the Study

The study was conducted at Liwan Norte Elementary

School, Enrile, Cagayan for the school year 2024-2025.

To ensure reliability and validity of results of the

study, the research will involve all thirty (30)

Kindergarten pupils. Hence, the study will make use of total

enumeration in selecting the respondents of the study.

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Table 1 presents the number of pupil-respondents for

the control and experimental groups. As can be gleaned from

the table, fifteen (15) or 50% are from the control group

and another fifteen (15) are from the experimental group.

The control group are the pupil-participants for the

afternoon session while the experimental group are the

pupil-respondents for the morning session.

Table 1
Participants of the Study
Groups Frequency Percentage
Control 15 50.00
Experimental 15 50.00
TOTAL 30 100.00

Moreover, there will be ten (10) select students from

the pool of thirty (30) pupil-respondents who will be

interviewed to gather information on the challenges faced by

the kindergarten pupil-participants in the use of the

rhyming and repetition reading retention strategy.

Table 2 shows the number of pupil-interviewees who will

serve as the participants of the study. As presented on the

table below, there will be ten student-interviewees who will

serve as participants in the study. There shall be five (5)

each of the male and female pupil-participants that will be

interviewed regarding the challenges faced by the

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kindergarten pupil-participants in the use of the rhyming

and repetition reading retention strategy.

In this study, ten (10) select interviewees

participated. According to Creswell (1998), there should be

at least ten (10) to thirty (30) participants in a study

that will be interviewed to reach a good saturation level.

Hence, this study will utilize ten (10) pupil-interviewees.

Table 2
Distribution of Student-Interviewees
Pupil-Participants Frequency Percentage

Male 5 50.00

Female 5 50.00

TOTAL 10 100.00

Data Gathering Tool

The data gathering tool for this study is a structured

instrument designed to collect both quantitative and

qualitative data, ensuring a comprehensive understanding of

the effectiveness of rhyming and repetition in improving

reading retention among young learners. The tool is divided

into three main parts.

Part I focuses on gathering the demographic profile of

the kindergarten pupil-participants, including their age,

sex, and the availability of reading materials at home. This

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section helps provide context for the study by offering

insight into the background of the participants, which could

influence their reading retention and overall learning

experience.

Part II of the tool consists of a pretest and posttest,

which are reading assessments conducted before and after the

implementation of the rhyming and repetition strategies. The

pretest establishes the participants' baseline reading

retention, while the posttest measures any changes or

improvements following the intervention. These assessments

are designed to evaluate key aspects of early literacy, such

as word recognition, rhyme identification, and memory

recall, allowing for an objective analysis of the strategy's

effectiveness.

Part III of the tool addresses the learning challenges

faced by the participants during the intervention. Through

structured interviews or teacher observations, qualitative

data will be collected to identify any difficulties the

children experienced while engaging with the rhyming and

repetition strategies. This section is crucial for

understanding the barriers to successful implementation and

informs future adjustments to the instructional methods.

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The comprehensive structure of this data gathering tool

ensures that both the measurable impacts of the rhyming and

repetition strategies and the qualitative insights into the

participants’ learning experiences are captured,

contributing to the formulation of effective early literacy

strategies.

Data Gathering Procedure

The data gathering procedure for this study will follow

a systematic process to ensure the accuracy and reliability

of the information collected from the kindergarten pupil-

participants.

The procedure begins with securing necessary

permissions from school administrators and parental consent

from the pupils' guardians. Once permissions are granted,

the researcher will proceed with the initial stage, which

involves administering a questionnaire to gather the profile

data of the participants, such as age, sex, and availability

of reading materials at home. This information will be

collected through simple forms filled out by parents or

guardians.

Following the collection of demographic data, the next

step is conducting the pretest. This reading assessment will

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be administered to both the control and experimental groups

to establish a baseline for their reading retention skills.

The pretest will consist of age-appropriate reading tasks

that assess word recognition, rhyme identification, and

memory recall. Once the pretest is completed, the

intervention will be implemented for the experimental group.

The rhyming and repetition strategies will be integrated

into their reading instruction over a specified period,

while the control group will continue with the standard

reading instruction.

After the intervention period, both groups will take

the posttest, which mirrors the pretest in content and

structure. This will allow for a direct comparison of

pretest and posttest scores to evaluate the effectiveness of

the rhyming and repetition strategies in improving reading

retention.

Simultaneously, qualitative data on the learning

challenges faced by the experimental group will be gathered

through structured interviews or teacher observations. These

insights will be collected immediately after the posttest,

ensuring that the experiences and challenges encountered

during the intervention are accurately captured.

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Finally, the collected data will be analyzed

quantitatively to measure improvements in reading retention

and qualitatively to explore the challenges faced by the

participants. This systematic procedure ensures a thorough

and balanced collection of data to address all aspects of

the research questions.

Treatment of Data

The data that will be gathered will be tallied and the

frequencies will be counted, tabulated, analyzed and

interpreted. The following tools will be utilized under the

course of the study:

Frequency Count and Percentage. These will be used to

tally the pupil-participants along age, sex and their

reading materials at home.

Mean and Standard Deviation. These will be used to

determine scores of the kindergarten pupil-participants from

the control and experiment groups before and after the use

of rhyming and repetition reading retention strategy.

Paired t-test. This will be utilized to test if there

is a significant difference in the mean scores of the

kindergarten pupil-participants in the experimental group

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before and after the use of rhyming and repetition reading

retention strategy?

Independent t-test. This will be used to analyze if

there is a significant difference in the posttest scores of

the kindergarten pupil-participants in the control and

experimental groups after the use of rhyming and repetition

reading retention strategy.

Cohen’s d. This will be employed to assess the effect

size of the rhyming and repetition reading retention

strategy.

Thematic Analysis. This will be used to investigate the

learning challenges faced by the kindergarten pupil-

participants in the use of the rhyming and repetition

reading retention strategy.

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PRETEST

I. Word Recognition (10 items)

Instructions: Look at the word and say it aloud.

1. fan
2. bat
3. pen
4. rat
5. cup
6. sun
7. dog
8. hat
9. jug
10. pig

II. Rhyme Identification (10 items)

Instructions: Which of these words rhyme? Circle the two
words that rhyme.

1. dog – log – hat

2. cup – pup – run
3. pen – hen – rat
4. sun – fun – ball
5. car – jar – man
6. bat – cat – dog
7. log – frog – cup
8. rat – mat – ball
9. hat – cat – bus
10. pig – wig – cup

III. Memory Recall (10 items)

Instructions: Listen to the sentence and repeat it back to
me.

1. The rat is wearing a hat.

2. The bat sat on a mat.
3. The sun is shining for fun.
4. The fan is blowing on Dan.
5. The pup drinks from a cup.
6. The cat sat on a mat.
7. The dog ran under the log.
8. The pig wore a wig.
9. The sun sets in the west.
10. The jug is on the rug.
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POSTTEST

I. Word Recognition (10 items)

Instructions: Look at the word and say it aloud.

1. hat
2. dog
3. sun
4. log
5. jar
6. rat
7. cup
8. fan
9. mug
10. cat

II. Rhyme Identification (10 items)

Instructions: Which of these words rhyme? Circle the two
words that rhyme.

1. bat – hat – run

2. dog – log – fun
3. pen – hen – mat
4. jar – car – pup
5. cup – pup – ball
6. hat – cat – bus
7. log – frog – hat
8. rat – mat – dog
9. sun – fun – mug
10. pig – wig – hat

III. Memory Recall (10 items)

Instructions: Listen to the sentence and repeat it back to
me.

1. The cat is playing with a hat.

2. The dog jumped over the log.
3. The sun sets and it’s fun.
4. The jar is near the car.
5. The pup sat on a cup.
6. The bat flew under the mat.
7. The pig wore a big wig.
8. The fan is on the rug.
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9. The log is in the sun.
10. The cup is in the jug.