Action research demonstrates significant gains in reading comprehension for Grade 3 pupils, indicating tiered instruction can enhance learning outcomes.
Background: This action research explored the effectiveness of the Reading Aptitude Tiered Program (RATP) in enhancing reading comprehension among Grade 3 pupils in a private elementary school in Cebu City. Grounded in differentiated instruction and data-informed teaching, the study aimed to address varying reading levels to promote inclusive and equitable learning. Methods: The study adopted a pretest-posttest design using standardized Excelandia Diagnostic and Achievement Tests. Pupils were grouped into three instructional tiers based on their English grades and received weekly 40-minute sessions targeting six core reading domains. Results: Results showed statistically significant improvements in five of the six domains, including Sequencing (t = 13.20, p < .05), Cause and Effect (t = 17.69, p < .05), Fact and Opinion (t = 22.88, p < .05), and Making Inferences and Conclusions (t = 22.14, p < .05). Predicting Outcomes showed no significant gain (t = -2.04, p < .05). The overall comprehension score rose from 55.84% to 65.94%, affirming a significant improvement (t = 13.03, p < .05). Teacher reflections supported these results, highlighting increased engagement, better skill acquisition among high achievers, and the benefit of small-group learning. Conclusion: The findings support using tiered reading interventions guided by continuous assessment. This model offers actionable recommendations to improve instructional design and literacy outcomes in early-grade classrooms.
No takes yet. Share an insight, caveat, or question.
Po et al. (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: