I-READ PROJECT: A READING INTERVENTION INTEGRATED WITH
BRIGADA PAGBASA IMPLEMENTATION FOR NON-READERS
AIZA K. DUKAY
SAREAH JANE K. SALAMBAT
TRISHA FIDES L. SALAZAR
LUVIMIE B. TAMBAGAHAN
HELEN S. URMATAN
Chapter 1
The Problem and its Background
Reading serves as the gateway to knowledge acquisition, enabling students
to access information, explore diverse perspectives, and deepen their
understanding of academic subjects. Whether decoding complex texts or
analyzing intricate concepts, proficient reading skills are indispensable.
Additionally, reading fosters critical thinking, analytical reasoning, and vocabulary
enrichment, all of which are essential for academic success across disciplines.
Despite the paramount importance of reading, some students encounter
difficulties in mastering this skill, particularly within the school environment. These
difficulties can hinder academic progress and exacerbate educational challenges.
Therefore, it is necessary for educators to identify and address reading difficulties
promptly through targeted interventions and differentiated instruction, ensuring
that all students have equitable access to effective reading strategies and support.
Based on the result of national assessment of student learning, there are
learners who are struggling to meet the learning standards in early language,
literacy, and numeracy. Low achievement levels in English, Math and Science
appear to be caused by gaps in learners’ reading comprehension. This means that
there are many low performing learners who could not comprehend (read and
understand) Math and Science word problems which are written in English. Hence,
they were unable to demonstrate their knowledge in these content areas.
Elementary and high school learners are still deficient in literacy skills both in
languages and content areas, more so in reading (DepEd. Memorandum No. 173,
s. 2019) Similarly, based on the 2018 results of the Programme for International
Student Assessment (PISA), there is also a nationwide problem on the poor
reading comprehension among high school students.
In Palumbe Integrated School, the identified learners under the frustration
level during the conduct of PHIL-IRI test in 2019-2020 reached as high as 30 out
of 51 Grade 7 students. The outcome is concerning, given that they are already in
junior high school respectively and they are not readers on their grade level. The
outcome is concerning, given that they are already in junior high school
respectively and they are not readers on their grade level. However, if the problem
is not addressed properly and promptly, it will have a negative impact on students’
learning and achievements on their other subject areas due to their poor reading
level. They are struggling to comprehend the teachings in several learning areas,
as reading with comprehension is required.
Significance of the Study
To address the reading problems and to level up the performance of the
learners in school, the Department of Education (DepEd) implemented new
programs to address its advocacy campaign “to lay down the school and division
plan in continuing education despite of the COVID-19 pandemic” (Llego,M. 2020)
The Brigada Pagbasa for Filipino public learner implemented in response to the
Hamon: Bawat Bata Bumasa issued through the Deped Memorandum No. 173, s.
2019 (Brigada Eskwela Manual, (2009).
With this, the Palumbe Integrated School aims to strengthen the Brigada
Pagbasa implementation with the integration of I-READ Project (Intervention in
Reading with Evaluation and Activities towards Development), an after-school
reading intervention for Junior High School lockdown readers school year 20232024 to address the problem on students’ low-level reading performance.
Considering the above-mentioned scenario, the researchers considered it
necessary to study the reading comprehension level of the junior high school
students of Palumbe Integrated School and the effectivity of the I-READ project in
partnership with the Brigada Pagbasa Program.
Statement of the Problem
This study will determine the reading comprehension level of the Junior High
School Lockdown Readers of Palumbe Integrated School and the effectiveness of
the I-Read Project in improving the learners’ reading performance.
Specifically, it aims to answer the following research action question:
1.
What is the reading comprehension level of Junior High School
lockdown readers of Palumbe Integrated School before and after the integration of
I-READ Project through Brigada Pagbasa implementation?
2.
Is there a significant difference in the reading comprehension level
of the Junior High School struggling readers of Palumbe Integrated School before
and after the integration of I-READ Project through Brigada Pagbasa
implementation?
Review of Related Literature
Reading interventions play a crucial role in addressing literacy challenges,
particularly when integrated into broader educational initiatives such as Brigada
Pagbasa. This literature review aims to explore existing research and studies
related to the integration of a reading intervention within the context of Brigada
Pagbasa, focusing on its impact on readers.
According to the World Vision Development Foundation and the
Department of Education (DepEd), which launched Brigada Pagbasa to ensure
that every Filipino could read and become literate. Brigada Pagbasa
is a movement that aims to improve the reading skills of Filipino children. It is an
offshoot of Brigada Eskwela, an annual school maintenance activity initiated by
DepEd and carried out nationwide with the assistance of various sectors and
individuals who volunteer to do the work, which includes repairs and cleanup. In
preparation for the start of classes, the Brigada Eskwela implemented with a focus
on collaboration and strengthening partnership engagements that complement
DepEd efforts to implement the Basic Education Learning Continuity Plan (BELCP) and to ensure the delivery of quality basic education despite the COVID-19
Pandemic. The Brigada Pagbasa, which is part of the Brigada Eskwela, is an afterschool reading program that aims to bring together education partners
and experts in order to help all learners read and become functionally literate. The
Brigada Pagbasa will serve as a platform for coordinating efforts and resources to
address educational challenges, particularly those related to literacy and
numeracy.
It
will
also
provide
opportunities
for
all
stakeholders
to
contribute potential solutions to the country's education system's current gaps,
particularly in providing learners with 21st century skills.
According to the Philippine Informal Inventory Manual 2018, Phil-IRI is an
informal reading inventory composed of graded passages designed to determine
the individual student's performance in oral reading, silent reading, and listening
comprehension. These three types of assessments seek to determine a student's
level of independence, instructional ability, and frustration. The data from
this measure could be used to design or adjust classroom, small group,
or individualized instruction to meet the needs and abilities of the students.
The Philippine Informal Reading Inventory is administered in July for the pre-test,
with the results used to guide intervention activities, and the post-test is
administered in January of the same school year. The intervention's goal is to help
students become independent readers. Every reading program strives to make
every child a competent reader and functional learner. According to Aliling (2018)'s
study in Achieving an increase from pre-test to post-test demonstrates that the
intervention program used is appropriate and works to develop pupils' love of
reading and comprehension of what they read. The intervention program
VRM (Various Reading Materials) is a critical tool for developing students'
reading comprehension. As a result, continued use of this program will help to
reduce the level of frustration in the reading inventory test. It
will also
assist students in gaining knowledge in a variety of subject areas.
According to Wierman (2021) beginners in reading must be given many
chances to practice fluency skills, and exposure to adequate vocabulary and word
interpretation techniques. Although five pillars of reading- phonemic awareness,
phonics, fluency, vocabulary and comprehension are only one component of the
larger reading instruction strategy, they are still vital to literacy instruction. While in
Peniosan and Pascual's (2019) study, for a Reading program to be successful, a
teacher must have overall responsibility for coordinating the program, which will
necessitate some time allocation. As a result, the researchers plan to assess the
reading comprehension
skill
level of
grade
III
students at Aguado
Elementary School Annex and provide a Peer-Reading intervention program to
help them improve their English reading comprehension. As an intervention, the
Reading Partner or Peer Reading strategy was used with Grade Three
students to increase the number of fast readers.
After two months,
the researchers discovered that Peer-Reading is effective because the
number of students increased from 86 during the pre-test to 126, with
14
students
classified
as moderate to comprehend, 15 classified as slow to
comprehend, and 6 classified as unable to comprehend.
In the study of Pujeda (2019), there were four problems in comprehending
narrative text that the pupil-respondents considered to be very serious, including
understanding
figurative
language,
reading
fast
without
understanding,
understanding of the content, and limited vocabulary, which was the top-ranked
problem. According to the data gathered by the researcher, the English academic
performance of grade 6 students in the research locale was satisfactory, with
limited vocabulary ranking first among the problems most commonly encountered
by the majority of the pupil-respondents. The researcher also advised teachers to
engage in a variety of techniques for teaching reading using the available reading
materials in order to increase students' vocabulary.
According to Luansing (2019), there was no significant difference in the
students’ grade level, age, and gender were taken into account. However,
a significant difference in students' levels of reading comprehension was
discovered. The most difficult aspect of reading English was encountered.
Theresults showed that, according to the PHIL-IRI standard, most Grade
Five students
because
had
difficulties with
reading
comprehension
in
English
they didn't understand what they'd read and couldn't answer the
questions correctly, but that they improved after remediation and interventions.
Merle (2019) the intervention program used in the study served as a means
in addressing the reading comprehension difficulty of the pupils. The
reading comprehension performance of the pupils improved because the
reading materials used in the study started with Level 1 which was composed
of the shortest and simplest stories and questions and the degree of difficulty
elevated if the result after every assessment was favorable. The results were
monitored and gradual progress on the performance of the learners was
evident.
The intervention was by far really better than the other strategies
commonly used in the reading comprehension activities in the classroom as shown
by the results of the study. In looking at group instruction rather than one-on one
tutoring, Harpine & Pazda (2019) found that students in the group-centered
intervention group who were
subject
to
hands-on teaching/counseling
approach showed greater improvements than those in one-on-one tutoring.
Early intervention program focused on several key elements for
the implementation of effective reading intervention for young learners.
These elements included (i) use of evidence-based curriculum and instructional
materials for use in early intervention; (ii) scheduling time for intervention; (iii)
selecting, training, and supporting interventionists; and(iv) locating space and
maintaining open communications among interventionists, teachers, and parents
Foorman et al. (2020).
According to the Cho et al. (2015) their findings of the study suggest a few
pedagogical implications for teachers and teacher educators. First, it is important
to choose interesting and yet challenging reading materials to motivate students
to read. Second, teachers should be well-prepared to be able to connect student
reading to grade-level curriculum. It is of note that building and activating engage
students‘background knowledge is highly dependent on teachers ‘knowledge and
skills to further beyond text comprehension. Third, a collaborative and interactive
reading program is recommended as students can learn each other’s
‘perspectives while enhancing language learning processes. Another advantage
of group work is using shared native language which increased (English
Language Learner’s) or ELLs‘ engagement in reading. Fourth, it is encouraged for
teachers to have realistic yet high expectation for students. Their expectations for
student reading on the basis of student oral reading fluency need to
be questioned and reexami ned. Fifth, additional non-verbal activities such as
silent reading and writing predictions are suggested. Some students did
not feel comfortable about read-aloud and oral prediction activities.
Boulay et al. (2015) discovered statistically significant positive effects on
intervention delivered in a homogeneous, leveled, pull-out reading intervention
program, where struggling readers who received targeting skill intervention
improved their reading fluency. Denton et al. (2006) discovered that systematic
instruction in phonological awareness and decoding skills resulted in success for
students with significant reading discrepancies. Direct instruction in phonological
awareness skills, combined with intensive, targeted reading intervention,
improved reading skills; significant fluency growth was directly related
to the strategy of repeated reading of texts. According to the National Institute for
Literacy, 45 million Americans cannot read above the fifth grade level and are
considered functionally illiterate (Literacy Project,
2016).
State
assessments
are sometimes viewed as an excessive assessment tool, but reading
scores in Texas showed a 5% decrease for intermediate school students
and a 6% decrease for intermediate school students on the last two STAAR state
Reading assessments, which aligned with content area failure rates. The
researchers used a quasi-experimental pre-test and post-test comparison of
nonequivalent groups to evaluate the relative effectiveness of three reading
interventions in samples of third through fifth graders at a Central Texas
elementary school (2018). The study's findings revealed that all three
reading interventions produced significant pretest to post-test gains in reading
comprehension, with one exception: students receiving computer-based
instruction's explicit comprehension did not improve significantly from pre - test to
post-test. In terms of the relative effectiveness of the three interventions, the study
discovered that integrated-content, whole-to-part was the most effective. Other
researchers have found that integrated reading intervention can improve
comprehension when the embedded instruction is relevant and meaningful
(Chilton & Ehri, 2015; Peterson, 2016). Because it promotes situational interest in
reading, embedded visual support is effective in improving comprehension
in integrated types of intervention (Bulut, 2017; Peterson, 2016).
Based on the previews studies and related literatures in reading
intervention, providing motivation increases student engagement in reading
activities. Among
the many factors that
encourage students to read,
engaginginstruction materials and the connection between inside and outside of
school literacy activities are particularly relevant to this study. Research given
shows the purposeful intervention instruction is an important component in the
process of assisting students in becoming good readers. Reading intervention
program has been used by many studies to assist students who struggle
with
reading to achieve reading success. According to the recent study it was
proved that the program
is
extremely
beneficial
to
the
teachers
and
especially for struggling readers who require additional assistance. Most
of the problem that the researchers gathered in their study was comprehending
narrative text that the pupil-respondents
such
as
slow
reader,
lack
of
understanding in figurative language, reading fast without understanding
of the content, and limited vocabulary. The researcher found that motivational
reading material in intervention program is an effective way to help them to
encourage the student to participate and also develop their reading skills.
For the learners to enjoy reading and naturally integrate it they must give
them opportunities to practice their skills. It is necessary to keep in mind that
reading is the most important skill for children to learn.
Calingasan 2019 conducted a study on the impact of Project RETEACH
which stands for Reading
Enhancement
Towards
Excellence Among
Children.The Process includes the implementation of Project RETEACH,
in
which respondents receive extensive reading interventions. The Output
includes the Phil IRI and SLA post-assessment. According to the Posttest results, ProjectRETEACH did help reduce the number of struggling readers
and non-readers, with
only
two
remaining
struggling
readers
and
one
non-reader. The 8 respondents (73%) improved their reading level, with
four
becoming
average readers and four becoming slow readers. They
performed differently before and after the project's implementation. This was
made possible by the strict implementation of reading interventions for the 11
respondents after classes, as well as close monitoring and follow-up at home. The
remaining three respondents require additional attention and interventions to
improve
later.
The
findings indicate that strict reading instruction using
appropriate strategies and approaches aided
readers
in
their
students.
This
teachers
in
developing
total
RETEACH project is applicable to other
students who require similar interventions. Teachers should use all available
resources to ensure that their students learn to read.
Brigada Pagbasa Framework: Brigada Pagbasa, as a community-driven
literacy program, emphasizes collaborative efforts to improve reading skills, often
involving volunteers and local communities. Understanding the foundational
principles of Brigada Pagbasa is essential for evaluating the effectiveness of
integrated reading interventions.
Studies by Smith et al. (2020) highlight the adverse effects of lockdowns on
reading proficiency, emphasizing the need for targeted interventions. Integrating
reading programs with online platforms, such as Brigada Pagbasa, provides a
viable solution to engage and support learners in remote settings.
The intersection of reading intervention strategies and the implementation of
Brigada Pagbasa during lockdown periods has garnered substantial attention in
the realm of education. This review synthesizes existing literature to examine the
efficacy of integrating reading interventions with the Brigada Pagbasa initiative,
specifically targeting readers affected by lockdowns. By exploring relevant studies,
this review aims to provide educators, policymakers, and researchers with a
comprehensive understanding of the synergistic potential of these combined
approaches.
The success of reading interventions often hinges on the cultural relevance
of materials. Brigada Pagbasa's emphasis on localized content (DepEd, 2016)
aligns with research by Ramirez and Chen (2019), who argue that culturally
relevant materials positively impact reading comprehension. Integrating these
principles can contribute to the effectiveness of interventions for lockdown readers.
Numerous
studies
underscore
the
importance
of
tailored
reading
interventions for diverse learners. These interventions, ranging from targeted
instructional methods to technological tools, aim to address the specific needs of
struggling readers. Integrating these interventions with the community-based
approach of Brigada Pagbasa during lockdowns presents a promising avenue for
enhancing literacy outcomes.
Effective reading interventions necessitate continuous assessment and
progress monitoring. The integration of assessment tools within the Brigada
Pagbasa framework can provide valuable insights into the impact of interventions
on lockdown readers, ensuring adjustments can be made as needed (National
Reading Panel, 2000).
The unprecedented disruptions caused by lockdowns have significantly
affected students' reading abilities. The shift to remote learning has accentuated
existing educational disparities, making it imperative to explore innovative
approaches to mitigate the negative impact on reading skills. A judicious integration
of reading interventions within the framework of Brigada Pagbasa emerges as a
potential solution.
Parental involvement is a crucial aspect of successful reading interventions.
Epstein's (2018) work emphasizes the importance of parents as partners in literacy
development. Integrating Brigada Pagbasa with targeted strategies for involving
parents in lockdown situations can create a supportive home environment for
struggling readers.
Conceptual Framework
Independent Variable
• Project I-READ
Operational Definition of Terms
Dependent Variable
• Reading Comprehension
Brigada Pagbasa - refers to a literacy initiative implemented by the Department
of Education (DepEd) in the Philippines. It involves a collaborative effort among
stakeholders, including teachers, students, parents, and community members, to
promote reading and literacy skills development through localized activities, such
as storytelling sessions, book drives, reading camps, and other related
interventions.
The Programme for International Student Assessment (PISA) - It is an
international survey conducted by the Organisation for Economic Co-operation
and Development (OECD) to assess the performance of 15-year-old students in
reading, mathematics, and science. PISA aims to provide insights into the
effectiveness of education systems worldwide by evaluating students' abilities to
apply their knowledge and skills to real-life situations. The assessment occurs
every three years and involves a sample of students from participating countries
and economies, utilizing standardized tests and questionnaires to gather data on
various aspects of education and student well-being.
Reading Comprehension - refers to the ability of an individual to understand,
interpret, and make meaning from written text. It involves several cognitive
processes, including decoding, vocabulary knowledge, inference, summarization,
and critical analysis. A person with proficient reading comprehension skills can
effectively comprehend and extract information, ideas, and themes from a variety
of texts, ranging from simple to complex, fiction to non-fiction. Assessments of
reading comprehension often involve tasks such as answering questions,
summarizing passages, identifying main ideas, making predictions, and drawing
conclusions based on the information presented in the text.
Philippine Informal Reading Inventory (Phil-IRI) - It is an assessment tool
developed by the Department of Education (DepEd) in the Philippines to measure
the reading proficiency of students. It is specifically designed to evaluate various
components of reading, including word recognition, comprehension, fluency, and
vocabulary knowledge. The Phil-IRI consists of graded reading passages and
corresponding assessment tasks tailored to different grade levels. Educators
administer the Phil-IRI individually or in small groups to assess students' reading
abilities, identify areas of strength and weakness, and inform instructional planning
and intervention strategies. The results obtained from the Phil-IRI help educators
make data-driven decisions to support students' literacy development and improve
overall reading outcomes.
Chapter 2
Research Design
The researchers will utilize qualitative research approach. The PHIL-IRI
Assessment Tool will be used before (pre-test) and after (post-test) to see how the
intervention is working. To further convey the effect, the findings will be
summarized and graphed. Once a month observation will be administered to
assess the intervention and its effect to the learners’ reading level.
Locale of the Study
The Palumbe Integrated School will be the research locale of this research.
Map of the Sultan Kudarat showing the location of Lambayong
Source:https://earth.google.com/web/search/location+of+barangay+lilit+in+lambayong/@6
.77262253,124.61650443,33.47682457a,460.01128441d,35y,0h,0t,0r/data=CigiJgokCeCCI
ZuYhtAESurW2OBARtAGdpbKFclLF9AISRH5e8bJl9A
Respondents of the Study
The target respondents of this study will be the junior high school lockdown
readers (non-readers and slow readers) of Palumbe Integrated School for the
school year 2023-2024. There are 30 total number of respondents in the study
which were identified during the Summer Reading and PHIL-IRI assessment.
Instrumentation and Measurement
The respondents of the study will be the junior high school lockdown readers
of Palumbe Integrated School for the school year 2023-2024. The Phil-IRI
Asssessment Tool was used to gather the data in assessing the reading level of
the respondents. The said assessment tool will be given to junior high school
lockdown readers of Palumbe Integrated School before and after the integration
of I-READ Project.
The recorded raw scores will be tabulated, graphed and analyzed
quantitatively by the researchers. Mean will be used to determine the reading level
of junior high school struggling readers in the pretest and post-test. This will serve
as the main measure of the reading level of the junior high school lockdown
readers and the effectiveness of the I-READ Project integration through BRIGADA
PAGBASA implementation in reducing the number of identified struggling readers
in the school. The t-test will be used to determine the significant difference before
and after the implementation of the program.
A monthly interview for ten randomly selected participants will be utilized in
getting feedback on the appropriateness of the strategy in addressing the problem.
The responses during the interview will be further used in the discussion of the
final analysis of the study. The data gathered through the observation checklist
should be a part of the progress monitoring of the intervention. All data acquired
during the observation, interview and reading assessment will be compared to
reveal the holistic effect of the intervention on the participants’ reading abilities and
well-being.
Data Gathering Procedure
A pretest will be conducted by the researchers utilizing the Phil-IRI
Assessment Tool to evaluate the reading level of junior high school lockdown
readers. After conducting the pretest, the I-READ Project will be integrated during
the reading session and remedial classes.
A post-test will be conducted after the integration of I-READ Project through
the implementation of BRIGADA PAGBASA PROGRAM to assess if there are
improvements in the reading and comprehension level of the junior high school
lockdown readers of Palumbe Integrated School.
Proposed Timeline
This action research will follow the work plan and timelines shown below.
Activities
Request Letter to the
Schools Division
Superintendent to
conduct a Research
Persons
Involved
Researcher
Expected
Month of
Completion
(3 months
duration)
3rd week of
August 2024
Expenditure Items
School Supplies
and Transportation
Request Letter to the
School Head to conduct
school-based research
Researcher, ,
School Head
Teachers
Conduct Phil-IRI PreTest
Researchers
3rd week of
August 2024
School Supplies,
Snacks
Phil-IRI
Assessment Tools
Researcher,
Statistician and
Critic Readers
4th week of
August 2024
1st week of
September
2024
rd
3 Week of
September
2024
Implementation of the IRead Project
Researchers
and
Respondents
September
2024 to
March 2025
Conduct of Phil-IRI Post
Test
Researchers
and
Respondents
March 2025
Phil-IRI
Assessment Tools
Researchers,
Statistician and
Critic Readers
4th week of
March 2025
Printer Ink, Bond
Papers, Internet
Load, Snacks
Retrieval of data Tallying
of the Results of Phil-IRI
Pre-Test
Discussion of the
Finding and Results of
thePhil-IRI Pre-Test
Data Gathering
Analysis and discussion
of the Results of the
Phil-IRI Pre-Test
Submission of the
Result of the Study to
the Division Office and
Regional Office
Researchers
Researchers
April 2025
School Supplies
Printer Ink, Bond
Papers, Internet
Load, Snacks
Snacks, School
Supplies,
Photocopying and
Printing Services
School Supplies,
Photocopying and
Printing Services
1
2
April
Mar
Feb
Jan
Dec
Nov
Oct
Sep
Aug
Activities
Request Letter to the
Schools Division
Superintendent to
conduct a Research
Request Letter to the
School Head to
Jul
Summary of the Activities to be Undertaken and its Corresponding Target
Completion
conduct school-based
research
3 Conduct Phil-IRI PreTest
4 Retrieval of data
Tallying of the Results
of Phil-IRI Pre-Test
5 Discussion of the
Finding and Results of
thePhil-IRI Pre-Test
6 Implementation of the IRead Project
7 Conduct of Phil-IRI
Post Test
8 Data Gathering
Analysis and
discussion of the
Results of the Phil-IRI
Pre-Test
9 Submission of the
Result of the Study to
the Division Office and
Regional Office
10 Dissemination of the
Findings of the Study
Budget
The table below summarizes the expenses to be incurred in the conduct of
the research also it will serve as the Means of Verification (MOV’s) during the
conduct of the action research.
Nature of
Expenses
School Supplies
(bond papers,
Printer Inks,
Means of
Verification
(MOV’s) for
Liquidation
Purposes
Official Receipts
and
Travel Orders
Amount
Needed
(Php)
8000.00
Other Means of
Verification
Pictures of the
Different Activities,
Research
ballpen and other
items)
Photocopying,
Printing and Book
Binding
Wi-Fi Load
Statistician
Official Receipts
and
Travel Order
Official Receipts
and Travel Orders
Official Receipts
and Travel Orders
Total
5000.00
2000.00
5000.00
20,000.00
20,000.00
Instruments,
validation Form,
Approved
Communication,
Letters and
Answered Phil-IRI
Assessment Tools,
Corrected
manuscripts,
Certificate of
Appearance
References
Department of Education. (2021). Memorandum Order No. 48, s. 2021: Brigada
Pagbasa
August 02, 2021 (Eight Week Reading Intervention
Curriculum). Retrieved from
https://www.deped.gov.ph/wpcontent/uploads/2021/08/DM_s2021_048.pdf
Umalin, J. J. (2021, October 15). The Brigada Pagbasa Program. Retrieved
from https://www.coursehero.com/file/160502031/Activity-CompletionReport-On-Brigada-Pagbasadocx/
Encanto, J. M., Diocales, F. L., & Uriarte, M. G. R. (2021, June 8). Improving the
English oral reading level of Grade V pupils through Project "PEARL"
(Purposive Enrichment Activities for Reading and Literacy).
Iemmello, H. (2022). Reading intervention. Retrieved from
https://www.umasd.org/domain/672
Hudson, A., Koh, P. W., Moore, K. A., & Binks Cantrell, E. (2020, February 28).
Fluency interventions for elementary students with reading difficulties: A
synthesis of research from 2000–2019. Education Sciences, 10(3), 52.
San Juan, R. (2019, December 3). Philippines lowest in reading comprehension
among 79 countries. Philstar.com. Retrieved from
https://www.philstar.com/headlines/2019/12/03/1974002/philippineslowest-reading-comprehension-among-79-countries
Spector, C. (2021, March 9). New Stanford study finds reading skills among
young students stalled during the pandemic. Stanford News. Retrieved
from https://news.stanford.edu/2021/03/09/reading-skills-young-studentsstalled-pandemic/