Abstract
Teaching students to read while between school and home study has rendered schools more vulnerable to the pandemic. In support of the MBHTE's 5 Bs, an innovative, evidence-based, and comprehensive approach to improve K-4 learners' literacy and numeracy skills and socio-emotional well-being that anchored on Department Order No. 70, s. 2011 known as Every Child a Reader Program, the Division Memorandum No. 149, s. 2022 stated the conduct of the Division-Wide Literacy and Numeracy Pre-Assessment for School Year 2022-2023. It examined how READology: A Polyhedral Approach Improved Literacy for Buaya-Buaya Elementary School Non-Readers. Researchers tested if this method improved student reading. Research covered the first 2022-2023 semester. The 198 responders were Grades 1–3. It used quantitative and qualitative methods. The CRLA-BoSY (Pre-test) and CRLA-MoSY (Post-test) checklist gathered study outcomes. Gains Analysis analyzed results. Moderate refreshers up to Grade Ready increased, while full refreshers dropped substantially. Full Refresher decreased 67 (34%) Magindanawn, 44 (36%) Filipino, and 20 (31%) English. For Moderate Refresher, there are 4 (2%) gain in Magindanawn, 2 (2%) in Filipino, and 4 (6%) in English. CRLA-MoSY (Post-test) rises suggested respondents improved. The CRLA-BoSY (Pre-test) and CRLA-MoSY (Post-test) differences show READology Approach enhanced learner's reading. The qualitative results showed that READology simplifies reading, provides letter names and sounds, boosts confidence, creates an efficient Game-Based learning environment, helps develop reading and writing skills through visuals, and fosters care and compassion between learners and their parents.
