CULTURALLY RESPONSIVE PHONICS INSTRUCTION THROUGH DECODABLE WORKBOOKS: SUPPORTING STRUGGLING READERS AMONG IP LEARNERS

This research aimed to ascertain the impact of contextualized phonics-based decodable workbooks on the reading skills of Indigenous Peoples (IP) students experiencing learning challenges in the division of Sarangani. The research employed a total enumeration survey and utilized a quasi-experimental research design. The participants comprised all fifteen seventh-grade learners identified as having reading challenges. To guarantee adequate representation of the target group, the primary data collection method employed was questionnaires. The assessment of the intervention's efficacy was conducted using weighted mean, frequency count, and percentage analysis of the data. The data indicate that using contextualized phonics-based decodable workbooks led to a statistically significant enhancement in the participants' reading performance. These findings illuminated the significance of workbooks in enhancing reading accuracy and fluency, while also emphasizing the necessity of tailoring instructional materials to the linguistic and cultural contexts of learners. The study emphasized the potential for personalized phonics-based resources to meet the distinct educational needs of learners with reading comprehension challenges, promoting inclusive education through the application of culturally relevant material. Incorporation of contextualized phonics-based methods in reading instruction to foster fair and inclusive learning settings that recognize and respect cultural and linguistic variety. These pedagogical practices not only improve literacy outcomes but also promote culturally responsive education that addresses the special needs of underprivileged learners. Future studies should investigate the long-term effects of these interventions on various learner populations, enhancing comprehension of their enduring influence on educational equity and inclusion.