Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

Subject Categories

Special Education and Teaching


Br. Andrew Gonzalez FSC College of Education


Educational Leadership and Management

Thesis Advisor

Jasper Vincent Q. Alontaga

Defense Panel Chair

Thelma R. Mingoa

Defense Panel Member

Abigail S. Rice
Arvie S. Andal


This study aimed to investigate how a TPACK-based Individualized Online Reading Intervention Program (TPACK-IORIP) will help to improve the essential pre-reading skills of students-at-risk (STAR) to achieve academic success. The study was conducted at a public-school kindergarten in Tondo, Manila, and participated by four kindergarten pupils from different classes who were identified by the class advisers who have marked difficulty in identifying letter names and letter sounds, marked difficulty in writing, and marked difficulty to blend consonant-vowel-consonant (CVC) sounds. This study used a reversal type (ABA) of single-case design (SCD) to understand the effectiveness of interventions on participants as individuals. The instruments used were: BRIGANCE Early Childhood Screen III and to support its pretests findings an adapted Indiana Reading Assessment was administered during the pre-test (diagnostic test) and post-test (evaluative assessment). Supporting instruments were also used in the study such as formative assessments, summative assessments, and anecdotal notes. The results of the study indicated that after the participants had undergone the TPACK-IORIP their level of reading improved from below average with common learning gaps in phonological awareness, fluency, and comprehension to above-average which showed improved decoding skills, automaticity, and accuracy in reading. Positive responses were also noted from STAR by becoming more independent and more motivated in learning after the TPACK-IORIP.

Abstract Format






Physical Description

153 leaves


Reading (Early childhood); Reading—Ability testing

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