This study described the effect of the Claveria Reading Approach on the letter sound recognition skills of the 50 preschool learners – 25 are from section Tulip as the controlled group and 25 from section Headstart as the experimental group of Pedro V. Basalan Elementary School where the composition of these two sections is homogenous and having identical grades. Further, it utilized the non-random assignment of subjects where all learners of both sections were involved as subjects of the study. The study used the quasi-experimental research design which is a non-equivalent control group pretest-posttest design with Mean and Eta square as the statistical tools used in the analysis and interpretation of the responses of this study. The study revealed that the application of the Claveria Reading Approach has developed the letter sound recognition skills of kindergarten learners. It also revealed that there is a magnitude of difference between the post-test scores of the controlled and experimental groups. This outcome may be beneficial to the school, school administrators, teachers, parents, future researchers, and kindergarten learners. If learners take part in the learning process by experiencing the unfolding of the lesson, then they will appreciate the concept being developed, thus, they are learning.