Implementing Assisted Literacy Practices to Support Early Grade Reading Development: A Classroom-Based Study in Primary Education

Abstract

Background: Early grade reading competence forms the foundation of academic success in primary education, yet many students experience persistent difficulties in fluency, pronunciation, and comprehension due to limited structured guidance during literacy instruction. This condition underscores the urgency of classroom-based pedagogical strategies that provide continuous and contextualized support.

Aims: This study investigates the effectiveness of assisted literacy practices integrated into daily classroom instruction in enhancing early grade reading development, including fluency, comprehension, confidence, and learner engagement.

Methods: Employing a Classroom Action Research design with two instructional cycles, the study involved 26 first-grade students in a public primary school. Data were collected through reading assessments, classroom observations, and teacher interviews. Reading development was analyzed using descriptive quantitative comparisons supported by qualitative reflections to examine changes before and after implementation.

Results: Findings reveal substantial improvement across all reading indicators, with the overall average score increasing from 59.4% to 89.0%. Gains were evident not only in technical skills such as fluency and pronunciation accuracy, but also in confidence and motivation, indicating both cognitive and affective development.

Conclusion: Assisted literacy practices embedded within routine classroom instruction effectively strengthen foundational reading skills while fostering learner engagement and positive reading habits, offering a sustainable strategy for early primary literacy enhancement.