Visual Schedules and Visual Aids Effectiveness in Inclusive Learners’ Reading Skills

Abstract

Visual schedules were implemented to enhance reading comprehension, vocabulary, and phonological awareness among inclusive learners in multi- school settings in Bohol and Cebu, Philippines. Pre-intervention assessments revealed that most learners scored at beginner levels in comprehension and vocabulary, with moderate skills in phonological awareness, reflecting challenges related to attention, task organization, and neurodevelopmental barriers aligned with national Phil-IRI data. Post-intervention results demonstrated significant improvements, with the majority reaching intermediate to advanced proficiency across all three reading domains and complete elimination of beginner-level scores. Statistical analysis confirmed that visual schedules effectively scaffolded comprehension, lexical processing, and phonemic skills, addressing foundational literacy deficits among learners with diverse needs. This evidence supports integrating visual schedules into DepEd’s 2025–2026 inclusive literacy framework as a scalable, effective pedagogical intervention. Recommendations include formal curriculum incorporation, educator training, creation of culturally relevant visual materials, and multi- sensory instructional strategies to sustain literacy gains for inclusive learners.