This study employed a quasi-experimental research design, specifically a non-equivalent control group pretest-posttest design. The non-equivalent design was chosen due to the researcher's access to only one experimental group (Vockel, 1983). The decision to use this design was influenced by the intact nature of the learner groups involved in the study. Conducted at Lt. C. Villafuerte Sr. Elementary School, the study included 68 grade one pupils, with 35 in section A constituting the control group and 33 in section B as the experimental group. Both sections were heterogeneous, ensuring comparable performance ranges among learners. Non-random assignment of subjects was employed, involving all learners from sections A and B as study participants. Virtual modality was utilized for classroom instruction, and both pre- and post-performance tests, consisting of a 25-item test administered with rubrics, were conducted. The pretest assessed pupils' decoding skills before treatment implementation, while the posttest evaluated treatment effects. Additionally, decoding skills of grade one pupils were assessed using a continuum based on the DepEd rating system.