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Research Article

Individualized Reading Instruction and Reading Performance among Grade 2 Learners

412 reads
Mafaith Succor Zapanta , Vilma Arazo
Psych Educ Multidisc J, 2025, 46 (4), 460-468, DOI: https://doi.org/10.70838/pemj.460406, ISSN 2822-4353
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Abstract

The study used the pretest-posttest one group research design which involved measuring the same group of participants before and after an intervention using individualized scheme.  This study was conducted at Juan B. Tabla Elementary School for SY 2024-2025. The participants were 30 Grade 2 learners who were classified as Full Refreshers in CRLA assessment. The data were gathered during first quarter of SY 2024-2025. The study used an adopted standardized questionnaire from the Comprehensive Rapid Literacy Assessment (CRLA) of the Department of Education. The pre-reading performance of the participants, as assessed by the Comprehensive Rapid Assessment Test, revealed that all participants (100%) scored within the "Full Refresher" category while the post-reading performance demonstrated significant improvement compared to their pre-reading results. Notably, no participants remained in the "Full Refresher" category which had previously encompassed the entire group. The majority of participants demonstrated a substantial improvement in their reading performance. Additionally, two-thirds recorded even higher gains, signifying exceptional progress. The calculated effect size signified a large practical impact, demonstrating that the intervention had a substantial effect on enhancing their reading performance. These findings underscored the efficacy of the reading program in improving comprehension and readiness levels among the participants, validating its continued implementation and potential adaptation for broader educational contexts. A collaborative expertise plan was formulated which provided valuable information for developing interventions to support reading development to learners.

Keywords Pretest Posttest one group research design comprehensive rapid assessment test full refresher
Authors 2
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The team behind this paper

2 authors, 2 institutions.

This paper Department of Education Iligan City — Philippines Department of Education… 1 author St. Peter’s College — Philippines St. Peter’s College 1 author Mafaith Succor Zapanta — corresponding author MZ Mafaith Succor Zapanta ✉ Vilma Arazo VA Vilma Arazo

Readership

412 reads over 14 months.

September 2025 October 2026

Related work on SciMatic

Closest of 4 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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This article is token #6314 of SciMatic Articles (ERC-1155): 1,000,000 tokens, minted once, never more. The chain also stores a fingerprint (SHA-256) of the article's record, so anyone can check that it has not been altered.

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SciMatic 0xc35709…277732 100,000 (10%)
Mafaith Succor Zapanta 0xd9fef8…693192 450,000 (45%)
Vilma Arazo 0x7Bd31D…21eF99 450,000 (45%)
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Bibliographic Information

Mafaith Succor Zapanta, Vilma Arazo, (2025). Individualized Reading Instruction and Reading Performance among Grade 2 Learners, Psychology and Education: A Multidisciplinary Journal, 46(4): 460-468
Bibtex Citation
@article{mafaith_succor_zapanta2025pemj,
author = {Mafaith Succor Zapanta and Vilma Arazo},
title = {Individualized Reading Instruction and Reading Performance among Grade 2 Learners},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2025},
volume = {46},
number = {4},
pages = {460-468},
doi = {10.70838/pemj.460406},
url = {https://scimatic.org/show_manuscript/6314}
}
APA Citation
Zapanta, M.S., Arazo, V., (2025). Individualized Reading Instruction and Reading Performance among Grade 2 Learners. Psychology and Education: A Multidisciplinary Journal, 46(4), 460-468. https://doi.org/10.70838/pemj.460406

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