Abstract
Reading is an essential skill integral to daily life, facilitating interactions with texts ranging from street signs to personal messages. The inability to read limits access to information and opportunities, underscoring the importance of effective literacy programs. This study evaluated the impact of the "LEARN TO READ" program on 20 Grade III pupils, including 11 non-readers and nine pupils at the frustration reading level. In the pre-test, all participants scored at the BEGINNING level. After implementing the intervention, the post-test results showed significant improvements: students could produce letter sounds, read consonant-vowel (CV) blends, and read consonant-vowel-consonant (CVC) words spontaneously, achieving the ADVANCED level. Statistical analysis revealed a significant difference between the pre-test and post-test scores, demonstrating the program's success in advancing pupils from non-reading or frustration levels to proficient CVC word readers. Based on these findings, it is recommended that the remediation program be continued into the next grade, focusing on advancing skills to reading phrases, sentences, and simple stories with comprehension. Additionally, the "LEARN TO READ" program is recommended for broader adoption among educators working with non-readers and frustration-level pupils to enhance literacy outcomes in English classes.
