Author

Johanna M. Mateo*
Benguet State University – Bokod Campus, Bokod, Benguet, Philippines
Duacan Primary School – Department of Education (DepEd) Division of Benguet, Kabayan, Benguet, Philippines

Abstract

This quantitative study utilized a Quasi-Experimental Design (specifically, a single-group pre-test/post-test approach) to evaluate the effectiveness of an Individualized Reading Intervention (IRI) in improving the reading performance of Fourth Grade learners. The study involved six (6) purposively selected participants (N=6) identified as being at the Frustration Reading Level. The IRI program served as the treatment, focusing on small-group remediation of foundational skills (phonics and decoding). The investigation sought to answer three key questions: the mean pre-test score, the mean post-test score, and the existence of a significant difference between them. The findings established a baseline mean pre-test score of 5.17, confirming severe reading deficits. Following the intervention, the mean post-test score significantly increased to 17.50. Statistical analysis using the T-Test for Dependent Samples yielded a P-value <0.05, confirming a significant difference in reading performance before and after the treatment.

Keywords: Individualized reading intervention, reading proficiency, frustration level, pre-test, post-test, quasi-experimental design, remediation.

*Corresponding author/ Email: johanna.mateo@deped.gov.ph
DOI: http://doi.org/10.69651/PIJHSS0502926

Recommended citation:
Mateo, J. M. (2026). Individualized reading intervention among fourth grade learners. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 567-577. http://doi.org/10.69651/PIJHSS0502926

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