Parents’ Perceptions of Extracurricular Sunday Services: Basis for a Home-School Spiritual Engagement Plan
Keywords:
Structured Reading Intervention Program, Reading Ability, Key Stage 1 Learners, One-Group Pretest-Posttest Design, Kalangyawon Elementary SchoolAbstract
This study determined the effectiveness of a Structured Reading Intervention Program on the reading ability of Key Stage 1 learners at Kalangyawon Elementary School during the School Year 2026–2027, as basis for the development of a Reading Support Plan. This study employed a One-Group Pretest-Posttest Design, a pre-experimental research design used to determine the effectiveness of an intervention by comparing the results obtained before and after its implementation. The results revealed that before the implementation of the Structured Reading Intervention Program, Grade 1 learners demonstrated the greatest reading difficulties, particularly in fluency and comprehension, while Grade 2 and Grade 3 learners showed relatively higher reading proficiency. The baseline results highlighted the need for differentiated reading support across grade levels and languages. After the intervention, learners demonstrated improved reading profiles, with fewer classified as low emerging readers and more progressing toward developing, transitioning, and grade-level proficiency. Improvements were also observed in reading comprehension and average words per minute across the assessed groups. Statistical analysis further revealed a significant difference between learners’ reading profiles before and after the intervention, indicating meaningful improvement following its implementation. Overall, reading comprehension and fluency emerged as the primary areas of difficulty among Key Stage 1 learners, emphasizing the importance of sustained, structured, and differentiated reading interventions to strengthen foundational literacy skills and support learners’ progression toward grade-level expectations.
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