Abstract
Reading is a cornerstone of the Philippine education system, essential for fostering foundational learning. This quantitative study investigated the effectiveness of Project READER (Reader Enhancement and Development Educational Resources) in improving the reading abilities of Grade 1 learners at Halang Elementary School, Division of Calamba City, who experienced difficulties in reading. Using a causal-comparative design with a quasi-experimental approach, standardized passages from the Philippine Informal Reading Inventory (Phil-IRI) were administered as pre- and post-tests. Pre-test results revealed that learners were at frustration levels in oral reading, word recognition, and reading comprehension. After implementing Project READER, post-test scores indicated significant improvements, transitioning learners to higher levels of reading proficiency. The intervention enhanced oral reading fluency, word decoding, and comprehension, demonstrating its effectiveness in addressing reading challenges. These findings underscore the critical role of evidence-based reading programs like Project READER in bridging literacy gaps and supporting early-grade learners in achieving academic milestones. By fostering substantial progress in reading skills, this study highlights the importance of targeted interventions in creating a robust foundation for lifelong learning and success.
