Using Project PROX (Promoting Reading and Oral Expression) to Develop Reading Fluency and Communication Competence in Grade 6 English Learners

This mixed-method action research examined the implementation of Project PROX (Promoting Reading and Oral eXpression) to enhance reading comprehension and oral communication skills among Grade 6 learners at a public elementary school in Laguna. Forty-five learners from Section 6-Rizal were selected through convenience sampling due to their low English performance in previous assessments. The study employed a convergent parallel design, collecting quantitative data through pre- and post-tests, and qualitative data via teacher observations, parent surveys, and student interviews. The intervention integrated storytelling and group presentations to foster an interactive and collaborative learning environment. Quantitative results revealed a 67% improvement in reading comprehension and a 60% increase in oral communication proficiency following the intervention. Qualitative findings supported these results, highlighting noticeable gains in student confidence, participation, and enthusiasm for reading and speaking activities. The integration of both data sets demonstrated that active, student-centered approaches significantly contributed to literacy and oral language development. The study concludes that employing creative and interactive strategies can effectively address learning gaps in English and cultivate a more engaging classroom experience. The findings suggest the importance of fostering student expression and critical thinking as part of everyday instruction. Project PROX offers promising implications for broader application, encouraging the use of similar interventions across subjects to reinforce communication competencies.