Abstract
This study examines the effectiveness of Project PAGE in improving the reading comprehension skills of sixth-grade students at Clementa F. Royo Elementary School is investigated. The study aimed to address the high number of students experiencing difficulties understanding what they read, as seen in national and local educational settings. An action research approach was used in the study, which involved selecting 30 students purposefully and categorizing them into instructional and frustration groups based on their pretest scores. The intervention included using the Alabama Reading and Mathematics Test (ARMT) to evaluate reading comprehension before and after implementing Project PAGE. The methodology consisted of conducting a pretest, followed by a two-week intervention period, and concluding with a post-test. Data analysis involved calculating the mean and standard deviation and conducting a paired sample t-test to assess the significance of score improvements. The study's ultimate finding is that Project PAGE is a successful intervention for enhancing reading comprehension, suggesting that similar programs could be advantageous for other students facing challenges.
