Abstract
The purpose of this Project Readimediation was to examine the impact of the Project Readimediation intended for the intermediate learner who has struggling in words beginning and words ending with ccv, cvc, and vcc blended pattern. This project is distinctly designed for grades four, five and six. Quantitative method with descriptive-comparative research design was used imploring the purposive sampling procedures. Data were gathered using researcher-made and validated questionnaire among the 15 respondents covering the school year 2021 – 2022. Data were analyzed using percentage, weighted mean, and dependent t-test. Findings of the study reveals that before using BEST, 15 learners are identified/considered non-readers using the rubric created by the researcher. After the facilitation of BEST, all the 15 non-readers were taught and become readers. Gradual progress was observed but as the activity continues, the progress of the students was also noted bearing significant difference on the reading proficiency of the learners before and after the implementation of “Project ReadiMediation”
