Reading is the cornerstone of academic success, and the ability to read fluently and accurately is essential for learners to progress across subject areas. This study aimed to improve the oral reading performance of struggling readers at Dangla Integrated School through the implementation of Project DANGLA (Developing, Assisting, Nurturing, Guiding Learners’ Achievement in Reading) during S.Y. 2023–2024. Employing a one-group pre-test and post-test design, the study assessed nine struggling readers from Grades II to VI, identified from a total of thirty pupils. Standardized tests based on the Philippine Informal Reading Inventory (Phil-IRI) were utilized, with oral reading performance measured through the frequency of miscues such as mispronunciations, omissions, substitutions, and repetitions. Scores were categorized into frustration, instructional, or independent levels using Phil-IRI criteria. Descriptive statistics and t-tests were applied to determine significant differences in performance before and after the intervention, while thematic analysis identified problems encountered during implementation. Findings revealed that prior to the intervention, most pupils were at the frustration level, with mispronunciation and repetition as the most common miscues. After the implementation of Project DANGLA, pupils demonstrated marked improvement, with many progressing to the instructional level and one achieving independence in reading. Statistical analysis confirmed a significant difference in oral reading performance before and after the intervention, underscoring the program’s effectiveness. Despite challenges such as poor scheduling, limited resources, and learner motivation, Project DANGLA proved to be a beneficial remediation program, paving the way for enhanced reading proficiency and improved learning outcomes
Mely Joy B. Pulog (Sat,) studied this question.