Enhanced Project CRaDLE and Reading Comprehension of Students

This study examined the effectiveness of Enhanced Project CRaDLE (Comprehension, Reading Accuracy, Decoding, and Literacy Enhancement) in improving the reading proficiency of Grade 7 students at Siembre High School, Bombon, Camarines Sur, during the School Year 2025–2026. Specifically, it assessed students’ reading skills in terms of vocabulary development, grammar usage, reading fluency, and comprehension before and after the intervention. A descriptive-comparative research design was employed, involving 40 purposively selected students identified as struggling readers. Data were collected using a validated teacher-made reading assessment administered as pre-test and post-test. Findings revealed that prior to the intervention, students performed at an approaching proficiency level, with strengths in vocabulary and fluency but weaknesses in grammar usage. After the implementation of Project CRaDLE, improvements were observed across all reading domains, particularly in grammar usage, which showed a statistically significant difference (p < .001). However, changes in vocabulary, fluency, and comprehension were not statistically significant, although mean scores increased. Effect size analysis indicated that the intervention had a large effect on grammar usage and moderate effects on other reading components. The results suggest that Project CRaDLE is an effective targeted intervention, particularly in addressing learners’ grammatical difficulties, while reinforcing existing reading skills. The study highlights the importance of structured, scaffolded reading programs in enhancing literacy outcomes among secondary learners. It further recommends the integration of culturally relevant materials, differentiated instruction, and sustained intervention efforts to achieve higher levels of reading proficiency. These findings provide valuable insights for educators, curriculum developers, and policymakers in strengthening reading programs in the Philippine educational context.