Abstract
This study explored the effectiveness of Catch-Up Friday in enhancing reading comprehension among elementary students in Pitogo, Quezon, using a mixed-method approach. It involved 100 students from three schools. Quantitative results from tests and surveys showed significant gains in decoding, fluency, vocabulary, syntax, and semantics, especially in vocabulary and decoding. The intervention improved word recognition, reading speed, sentence understanding, and overall comprehension. Qualitative data from interviews and observations confirmed increased student motivation, engagement, confidence, and enjoyment in reading. Teachers noted that the program enabled differentiated instruction and peer collaboration. Statistical analysis (Kruskal-Wallis H test) revealed a significant difference in effectiveness based on age, with 10–11-year-olds benefiting the most, while gender showed no impact. The study concludes that Catch-Up Friday is a successful, learner-centered strategy that supports reading comprehension, particularly when adapted to students' developmental levels.
