Abstract
This multiple case study aimed to accumulate and understand the assessment on the reading skills of non-reader students through Project L.E.T.R.A (Literacy Enhancement Through Reading Activities). The research employed in-depth interviews, observations, and field notes to gather comprehensive data. Utilizing thematic analysis and cross-case analysis, major findings disclosed that participants experience in which it affects the process of the implementation of Project L.E.T.R.A includes the following: feeling happy and overwhelmed, conflict of schedule and lack of food. In response to these challenges, the participants employed coping mechanism including having a support system, giving words of encouragement and giving time to tutee. Along with the realization of the participants, the study highlighted the visibility of improvement of the non-reader students, the parent’s involvement and the collaboration of teachers, tutors and parents. Using purposive sampling and inclusion criteria, the participating six (6) participants were identified. Results revealed the assessment on the reading skills of non-reader students through Project L.E.T.R.A.: being dedicated and consistent in teaching non-readers, bridging the gap and noticing improvements, feeling happy and overwhelmed, conflict of schedule, lack of food, support system, giving words of encouragement, and giving time to the tutee. The results of this study were deemed significant by the participants, teachers, students, and researchers.
