Abstract
Reading is an important skill for a successful education. This field-experimental study aimed to evaluate the effectiveness of SAAVEDRA Three (3) Reading Models as a reading intervention and its effects on the reading proficiency of Grade 3 learners in urban, rural, and suburban elementary schools. These three reading models are utilized in public schools in Central Mindanao, particularly the SaavedraTech Reading Model (urban school), the Saavedra Booklet Reading Model (rural school), and the Saavedra TechBook Reading Model (suburban school). There were 116 learners who underwent the reading intervention. The reading proficiency level of the respondents was statistically treated using the Phil-IRI’s profiling formula, mean, T-test paired means, ANOVA, and post hoc to ascertain the effectiveness of the Saavedra Three (3) Reading Models. This study found that post-test results were significantly better than pre-test results. The learners reading proficiency increased significantly from frustration level to instructional level and independent level. The managerial parlance of the reading intervention in three schools was the greatest extent as to the preparation and implementation. In spite of the different schools' locations, parents’ education and involvement, and technology integration, the SAAVEDRA Three (3) Reading Models have proven effective in improving learners’ reading proficiency in urban, rural, and suburban schools. It implied that improvements had occurred. Using the combination of adapted reading materials and researcher-made reading materials based on the Marungko approach with technology integration at the end of the assessment indicated learners’ reading proficiency moved towards mastery.
