Roselyn R. Negros (Author)
Abstract
The study developed and utilized the validated reading articles for the implementation of Project REAL and to boost learners’ reading comprehension in English 5 and 6. It involved 45 Grades 5 and 6 learners at Tapnigue Elementary School for the school year 2023-2024. The study employed a descriptive-evaluative research design. Results revealed that before the implementation of the developed reading articles, most of the learners had poor levels of reading skills and comprehension. After the implementation of the reading intervention, learners improved and increased their comprehension and performance from frustration to instructional level. Furthermore, t-test results found that there was a significant difference in the level of performance of Grade 5learners (t value=2.038,p value = 0.021) and Grade 6 learners(t value= 3.075, p value= 0.006).This signifies that there are significant differences between the pre-test and post-test results of the learners. In addition, findings revealed that the learners perceived that reading articles satisfactorily met all criteria set for evaluating their validity.An intervention plan was developed based on the findings of the study. Without a doubt, these reading articles would be significant in improving the reading curriculum and instruction as an innovative strategy implementation of Project REAL.
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Keywords: Comprehension, Development, Improvement, Project REAL, Reading Performance.