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For students to acquire knowledge on how to create meaning from a text, it is paramount that teachers utilize and apply instructional teaching strategies that will enhance the readers to change from just decoding to becoming fluent when identifying words. This research utilized a mixed method with sequential design. Participants in this research were 19 students (9 boys and 10 girls). The data were collected primarily through Informal Reading Inventory (IRI), Observational Schedule and Pre and Post-Tests. Participants and content (articles, literature text) were selected by way of purposive sampling consecutively. The findings of this research has proved that most students were faced with challenges of syllabication and how to apply the different rules in syllabication. After intervention with the syllabication rules, students' were better able to use the syllabication technique and was better able to pronounce words. Students utilize other reading strategy learnt and apply them throughout reading and comprehension.