Author
Ferdinand C. Adarme*
Northeastern College, Santiago City, Isabela, Philippines
Alma P. Gonzales, PhD
Northeastern College, Santiago City, Isabela, Philippines
E-mail: almagonzales@northeasterncollege.edu.ph
Abstract
Reading proficiency is essential to pupils’ academic success and continued learning in elementary education. However, school-level evidence on how reading interventions are managed and on learners’ reading performance remains important for improving literacy instruction. This study examined school-based reading intervention practices, Grade 5 learners’ reading performance, and the challenges encountered in implementing reading interventions at Balagan Elementary School, Santa Maria, Isabela. It employed a descriptive-correlational research design involving 35 Grade 5 pupils and three teachers selected through convenience sampling. Data were intended to be gathered through a teacher questionnaire and appropriate reading assessment results or authorized school records. Descriptive statistics were used to summarize intervention practices and reading performance. Correlation analysis was considered only if the data supported a valid statistical test. The study aimed to provide a basis for improving reading intervention management. Schools should strengthen assessment, differentiated instruction, and progress monitoring to respond to pupils’ reading needs.
Keywords: Reading interventions, reading performance, elementary education, instructional management, Grade 5 learners.
*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS05041637
Recommended citation:
Adarme, F. C., & Gonzales, A. P. (2026). School-based reading interventions in elementary education: Implementation practices and learners’ reading performance. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 939-947. http://doi.org/10.69651/PIJHSS05041637
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