Abstract
The study aimed to determine the effectiveness of reading intervention program for struggling readers in Quiterio San Jose Elementary School, District of Teresa. The respondents of the study were the one hundred percent total population of Grade Five pupils. This consists of 247 pupils during the administration of pretest in Phil-IRI. After the administration of the pretest the result was evaluated. A researcher –made questionnaire-checklist, pretest and posttests were utilized to determine the reading skills performance level of the respondents with respect to word recognition, vocabulary development, listening skills and comprehension skills before and after exposure to reading intervention program with respect to the aspects mentioned above. The study found out that majority of the pupils are normal when it comes to nutritional status. For pupils’ reading materials available at home, all have books while more than half have encyclopedia or dictionary and one third has magazines and journals. The study revealed also that there was a gain in the reading skills performance level of pupils with respect to word recognition, vocabulary development, listening skills and comprehension skills after exposure to reading intervention program. The study concluded that there is a significant difference in the reading performance of the pupils after the intervention program with respect to word recognition, vocabulary development, listening skills and comprehension skills when grouped by reading level, sex, nutritional status. Pupils’ reading materials available at home are not predictors of the reading level of the pupils.
