Effective Teaching Practices and Reading Performance of Public Elementary School Learners

This research investigated the effects of targeted reading interventions on students' literacy growth using PHIL-IRI and CRLA measurement tools. Pretest scores showed differing levels of competence, with Grade 6 students consistently outperforming others in PHIL-IRI, with Grade 5 having lower achievement and higher variability. In CRLA, lower grades exhibited progressive improvement but were still below projected proficiency levels, with high variability indicating a need for differentiated instruction. Posttest scores showed improvement at all grade levels after intervention, especially the application of Individual Reading Instruction (IRI) in PHIL-IRI and special techniques in CRLA. Statistical validation confirmed the efficacy of the intervention, reinforcing existing research attesting to the value of responsive and special literacy techniques in improving Reading among diverse student populations.