Abstract
The study was conducted to (1) identify the performance on the English reading comprehension in terms of Literal, Inferential and Critical level of questions among Grade VI-Orchids pupils in the Pre-Reading Comprehension Test, (2) determine the level of effectiveness of Project TWINS, and (3) find out if there is a significant improvement on the reading comprehension in terms of literal, inferential and critical level of questions on the Reading Comprehension Test after the intervention was implemented. This study utilized descriptive method of research in discussing the answers of the three research questions posted. The research used total enumeration of pupils in Grade VI-Orchids Class of Tagbong Elementary School, a total of 20 learners, eight (8) boys and twelve (12) girls. The pupil respondents are under the researcher’s advisory class. The results on English reading Pre and Post assessment evaluated to determine if there is an improvement on the performance in reading comprehension in terms of literal, inferential and critical level of questions after the implementation of the project. The results analyzed and interpreted using Mean, Percentage, and Ranking. The study found out that there was a significant improvement on the comprehension level from 27.91% to 76.14%. Findings revealed that there was an increase of 48.22% after Project TWINS was implemented. This project created 2 independent readers, 12 instructional readers and frustration readers were lessening to 6. The Grade VI pupils together with their parents enjoyed and actively participated during the conduct of the project. They developed the love of reading in their home and inside the classroom during the limited face-to-face classes.
