Abstract
Ten students in Grade 3 at Midsayap Pilot Elementary School were labeled as "not ready" to read and as non-readers as identified by the Early Grade Reading Assessment (EGRA) pre-test results. This is a very concerning number of non-readers, and other schools in the Midsayap Municipality are struggling with it as well. Acute obstacles include a lack of parental involvement, a lack of teacher motivation and support, and a lack of learning materials impair the transition from home to school (Ngwaru, 2014). This study aimed to know the reading level among Grade 3 pupils of Midsayap Pilot Central Elementary School for the school year 2021-2022. Specifically, the this study aimed to know the reading level of the identified pupils before and after the intervention, the significant difference between the reading level before and after the intervention, the effect size of the intervention, and the insightful experiences of the pupils during the conduct of the nintervention. "Project Kabasabado" is the study's intervention. The parents and family members of the students who struggle with reading are included in this intervention. The teacher-researcher provided them with the skills they needed to assist the students in reading. To assist parents in educating their children at home, the teacher provided movies and other extra reading resources. On Saturdays, the teacher and students' sessions took place concurrently. With the consent of everyone involved in the intervention, the teacher led the sessions. The lesson adhered to activities which addressed the issue and worries of the students regarding to reading readiness. It was revealed that after the intervention, the reading level of the identified nonreaders increased significantly. Furthermore, the intervention had a medium effect on the increase of the reading level of the pupils. Lastly, the grade 3 pupils who are the respondents of this study expressed that they found the intervention effective and engaging.
