Maria Zenaida P. Cardoso-Ellema (Author)
Abstract
This study investigates the reading performance and intervention needs of Grade 1 students at Judge Antonio R. Montilla Sr. Elementary School. Utilizing a comprehensive assessment approach, the mean reading scores across four sections—MAHINATAGON, MAKISASANGKAYON, MATINALAHURON, and MABINULIGANON—were found to be relatively similar, averaging 34.32 words per minute, suggesting consistent effectiveness of the reading programs. Despite this uniformity, intervention needs varied significantly, with a notable number of students requiring some form of support, although most met the expected reading levels. The study employed the Kruskal-Wallis and Mann-Whitney U tests to analyze differences in reading and observation scores, revealing no significant disparities across sections or between genders. However, chi-square tests indicated significant associations between required intervention levels and both section and gender, suggesting certain groups may benefit from more tailored support. Recommendations include implementing targeted reading interventions, enhancing professional development for teachers, conducting regular monitoring and assessment, increasing parental involvement, adopting gender-sensitive approaches, expanding reading resources, and promoting collaborative learning strategies. These measures aim to support personalized learning and improve reading literacy, ensuring students achieve their full academic potential.
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Keywords: Comprehensive analysis, Comprehensive Rapid Literacy Assessment