International Journal of Research Studies in Education
Special Luminary Issue
2025
Volume 14 Issue 4
Available Online: 20 February 2025
Author/s:
Mangrobang, Sophia Nina T.*
Manila Science High School, Philippines (smangrobang20@gmail.com)
Labrador, Leeyana Dwyne G.
Manila Science High School, Philippines (dwynelabrador25@gmail.com)
Gime, Arjohn V.
Manila Science High School, Philippines (arjohn.gime@deped.gov.ph)
Abstract:
Fluency and comprehension are foundational reading literacy skills for academic success that many Filipino students continue to struggle with. Based on international assessments, the Philippines consistently ranked among the lowest in reading proficiency, emphasizing the need for an improved and objective approach to teaching reading literacy. Sight words are an effective method in developing early reading skills which enables students to instantly recognize frequently encountered words. However, studies on Filipino sight words remain limited despite being widely researched in English. This study aims to identify the high-frequency Filipino words found in the learning materials of grades one to three and develop a standardized list of Filipino sight words. The study utilized a descriptive research design examining the importance of sight words as a way of teaching using visuals to develop the decoding and comprehension of students with the results providing insights for the Department of Education to strengthen how sight words are taught in the current curriculum. This research seeks to improve Filipino students’ reading literacy skills, overcome problems in reading, and contribute to the advancement of the country’s quality of education.
Keywords: sight words, high-frequency words, fluency, comprehension, Philippine reading literacy
DOI: https://doi.org/10.5861/ijrse.2025.25841
Cite this article:
Mangrobang, S. N. T., Labrador, L. D. G., & Gime, A. V. (2025). Filipino sight words from grades one to three a tool towards developing early reading literacy skills in the Philippines. International Journal of Research Studies in Education, 14(4), 129-36. https://doi.org/10.5861/ijrse.2025.25841
* Corresponding Author