EFFECTS OF A STORYBOOK AND UNPLUGGED CODING GAME ACTIVITY PACKAGE BASED ON THE BALANCED LITERACY APPROACH ON YOUNG CHILDREN’S EMERGENT READING SKILLS

Abstract

This research aimed to examine 1) Effects of a storybook and unplugged coding game activity package based on the balanced literacy approach on young children’s emergent reading skills and 2) Relative growth score of young children’s emergent reading skills. The research is a quasi-experimental study. The target group consisted of 11 preschool children, aged 5 - 6 years, who were studying in kindergarten level 3 classroom, during the second semester of the 2025 academic year. The instruments included 24 experiences by using of a storybook and unplugged coding game activity package based on the balanced literacy approach and assessment form of young children’s emergent reading skills. Data were analyzed using mean, standard deviation, relative growth scores and content analysis. The results of the study found that 1) Young children before the intervention, the average emergent reading skills score was 1.48 (S.D.= 0.48). After providing experiences, the average score increased to 2.77 (S.D.= 0.29). The post-test results indicated that the children’s emergent reading skills in all 5 components were higher than the pre-test scores across all areas. All children demonstrated book and print awareness. They also showed reading comprehension by sequencing events, and word recognition by reading words related to themselves. Most children were able to read environmental print by applying their alphabetic knowledge and phonological awareness and were able to decode words independently. 2) Relative growth scores at very high and high levels. All children exhibited a very high level of retention in emergent reading skills.