Abstract

It aimed to address the prevalent reading difficulties among students, particularly those classified at the frustration level on previous assessments. The research employed a mixed-methods design with a pretest-posttest approach, involving 25 respondents identified as struggling readers. Data were gathered using the standardized Philippine Informal Reading Inventory (Phil IRI) to measure reading proficiency and a researcher-made survey to gather insights into students’ learning preferences and experiences. Results showed improvements in the learners’ performance across the assessed areas, including silent reading, word reading, comprehension, and oral reading accuracy following the implementation of the reading practices. Learners demonstrated improvements in word recognition and oral reading performance, as well as in their ability to process and understand texts. Statistical analysis showed significant differences between the pretest and posttest results; however, because the study did not include a control or comparison group, these differences cannot be attributed conclusively to the reading practices alone. Qualitative findings indicated that learners preferred silent reading because it helped them concentrate, while they also recognized the value of word-reading exercises. Consequently, the program successfully reduced the number of readers at the frustration level and increased the proportion of students reaching instructional and independent reading levels. The study concludes that structured reading practices are a reliable strategy to develop literacy skills. It recommends implementing differentiated and personalized interventions and creating appropriate learning materials to sustain progress and address the diverse learning needs of students.