Improving Pupils’ Grammar and Oral Language Development and Transfer Stage Using the Strategies of the Four-Pronged Approach

Abstract

This quasi-experimental study investigated the effectiveness of the Four-Pronged Approach’s components Grammar and Oral Language Development (GOLD) and Transfer Stage (TS) in improving reading outcomes among Grade 5 pupils. Fifth graders were divided into an experimental group, which received instruction emphasizing GOLD and TS through grammar, oral language, and phonemic awareness activities, and a control group, which continued with regular instruction. Pre- and post-tests assessed grammar/oral proficiency and reading transfer skills over 78 instructional sessions across three months. Results showed that the experimental group had statistically significant gains in TS (p < .01), indicating enhanced ability to apply decoding, phonemic awareness, and reading skills across contexts. Gains in GOLD were positive but did not reach statistical significance, likely due to higher baseline performance. Comparison with earlier studies (e.g., Baog et al., 2023; Cullamar & Maghuyop, 2024; Gibbs et al., 2024) suggests that targeted phonemic and oral language interventions produce reliable improvements in vocabulary, listening comprehension, decoding, and oral expression among learners at risk. Implications include integrating GOLD and TS-focused activities into daily instruction and prioritizing early, scaffolded exposure to phonemic awareness for robust reading transfer.