Enhancing Vocabulary and Writing Skills through Picture - to - Words Strategy among Grade 4 Pupils of Pangpang Integrated School
Daisy Mae L. Baluyot
University of Eastern Philippines, Laoang Campus, Philippines.
Ruth S. Ponce
University of Eastern Philippines, Laoang Campus, Philippines.
Almira C. Tejano
University of Eastern Philippines, Laoang Campus, Philippines.
Raisa L. Verano *
University of Eastern Philippines, Laoang Campus, Philippines.
Lea L. Casane
University of Eastern Philippines, Laoang Campus, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Vocabulary development plays a vital role in improving learners’ reading and writing abilities, yet many Grade 4 pupils struggle due to limited exposure and low engagement with traditional teaching methods. To address this, the study explores the Picture-to-Words Strategy, a visual-based approach that supports vocabulary acquisition and writing by linking images with words. This strategy aims to enhance learners’ comprehension, retention, and writing fluency, ultimately improving their overall literacy skills.
This study examined the effectiveness of the Picture-to-Words Strategy in enhancing the vocabulary and writing skills of Grade 4 pupils at Pangpang Integrated School. Recognizing that vocabulary mastery is essential for reading and writing development, the intervention engaged learners in constructing and writing simple sentences using visual-based techniques. The approach aimed to strengthen language acquisition through structured image-driven learning, providing contextual support to improve comprehension, retention, and writing fluency.
Using the Input-Process-Output method, researchers conducted pre-test and post-test evaluations to measure learners’ progress. The pre-test results revealed low performance, with a mean score of 82.76 and a standard deviation of 5.73, placing pupils at the frustration level. After the implementation of the Picture-to-Words Strategy, the post-test results showed significant improvement, with a mean score of 93.45 and a standard deviation of 4.80. Statistical analysis confirmed the effectiveness of the intervention, with a t-value of -14.270 and a p-value of 0.000 at the 0.05 level of significance, indicating a meaningful difference between pre-test and post-test scores.
The findings highlight the importance of visual-based learning in literacy instruction. By integrating images with words, learners developed stronger associations, improved writing fluency, and gained confidence in communication. The study implies that teachers should adopt picture-based strategies as part of their instructional practice, while schools should embed multisensory and interactive methods into the curriculum to support diverse learners. Future research may explore the long-term impact of this strategy and its application across other subject areas, ensuring that early literacy interventions continue to build strong foundations for academic success.
Keywords: Picture-to-words strategy, vocabulary development, writing skills, visual-based learning, elementary education, literacy intervention, language acquisition, differentiated instruction