Abstract
This descriptive pre-experimental quantitative study employing pre-test and post-test approach aimed to address low reading comprehension levels among the 33 identified non-readers in Grade 9 students at Asuncion National High School through the Comp-Reading Initiative. Statistical tools are used to analyze the data obtained from the respondents. Pre-test and post-test results across four indicators showed significant improvements. Prior to the intervention, Positive Attitude Towards Reading had a mean score of 2.67 (Low) in the pre-test and 4.56 (Very High) in the post-test; Main Idea Identification and Question Answering improved from 2.52 (Low) to 4.37 (Very High); Vocabulary Understanding and Development rose from 2.90 (Moderate) to 4.55 (Very High); and Reading Fluency increased from 2.65 (Low) to 4.50 (Very High). These results indicate substantial enhancement in students' reading comprehension skills. Significant difference of the tests’ scores shows the T-value of -20.949 and p-value of <.001 which indicates that the null hypothesis will be rejected, since the p-value is less than 0.05 level of significance. In-depth interviews and focus group discussions with stakeholders provided further insights. Themes from the interviews included Pre-initiative Challenges, Varied Levels of Comprehension, and Identified Areas for Improvement regarding pre-intervention reading comprehension. Post-intervention, themes such as Improved Comprehension Skills, Evidence of Enhanced Reading Comprehension, and Overall Positive Shift in Comprehension Levels emerged. Stakeholder perspectives highlighted themes like Diverse Interventions, Intended Outcomes and Goals, and Stakeholder Engagement and Collaboration, demonstrating comprehensive support for the intervention's effectiveness. Overall, the study underscores the success of the Comp-Reading Initiative in significantly improving Grade 9 students' reading comprehension levels.
