Abstract
Educating in the post-pandemic period showcased a unique educational landscape for Elementary Educators. This study investigated the learning loss caused by the Pandemic in terms of oral reading and reading comprehension in Pines Central Elementary School. The use of a quasi-experimental research design allowed the researcher to test the effectiveness of an eight-week reading program to 39 Grade 6 learners using the pre-test and post-test framework. As a result, the pre-test scores of the respondents for both oral reading and reading comprehension fall in the “frustration” level. After conducting the eight-week reading program, the post-test scores for oral reading and reading comprehension increased from “frustration” to “instructional.” Consequently, the test of the difference between the means of pre-test and post-test scores implied that the respondents’ oral reading and reading comprehension scores differed significantly. Thus, the eight-week reading program effectively increased the reading ability of the grade 6 learners. In conclusion, it can be recommended that elementary educational institutions should also inspect the level of reading ability among learners before proceeding to classroom instruction.
