Author
Elenita Abellar Apas, DevEdD
Cebu Technological University – Consolacion Campus
Cebu, Philippines
Email: elenita.apas@ctu.edu.ph
Abstract
This study aimed to assess the effectiveness of the K-W-L (Know Want Learned) reading strategy using PHIL IRI reading texts in reducing the number of frustration-level readers among Grade 7-Joy students at Subangdaku Technical Vocational School, Mandaue City, during the School Year 2023–2024. The respondents were selected through purposive sampling and were identified as frustration-level readers based on the PHIL IRI assessment through conducting a pretest. Weighted Mean was used in the statistical treatment of the data. The findings revealed a 6.69% improvement in the reading performance of the students using the KWL reading method who participated in the intensive reading intervention program. The results indicate that the use of the K-W-L method significantly contributed to enhancing students’ reading abilities in English. Based on these findings, it is strongly recommended that the Reading Intervention Program be intensified and consistently implemented to support struggling readers.
Keywords: Effectiveness, KWL reading method, reading comprehension, Grade 7, Cebu, Philippines
DOI: http://doi.org/10.69651/PIJHSS0501862
Recommended citation:
Apas, E. A. (2026). R.E.A.D. (Read Enhance and Develop): A K-W-L process-based method in teaching reading to Grade 7 students. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9708-9712. http://doi.org/10.69651/PIJHSS0501862
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