The study aimed to determine the reading performance of Grade VI pupils at Kalliat Integrated School, focusing on their comprehension skills after participating in Project READ (Reading Enhancement for Academic Development). Using the Apayao Literacy Engagement Advancement Program (LEAP) reading rubrics, the research assessed pupils’ reading levels before and after the intervention through a pre-test–posttest one-shot design. Fourteen pupils were identified as beneficiaries, all of whom initially struggled with text comprehension. Pretest results revealed that their reading levels dropped to the Sentence level, highlighting the urgent need for intervention. The program was implemented over 16 weeks and consisted of one-on-one guided reading sessions and comprehension exercises. Posttest findings showed marked improvement in pupils’ reading performance. Statistical analysis revealed no significant differences when grouped by sex, ethnicity, or parents’ educational attainment, though age was found to have a significant effect. Importantly, there was a significant difference in reading levels before and after the intervention, confirming the effectiveness of Project READ. The study concludes that Project READ successfully enhanced pupils’ reading comprehension and overall performance. It recommends sustaining the program and exploring additional reading initiatives to further support literacy development in the primary grades.
Noralyn P. Agcon (Wed,) studied this question.
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