Project RLEN (Reading in Easy Language Eradicates Non-Readers): Its Effect on Grade One Pupils' Reading Ability in Filipino
DOI:
https://doi.org/10.5281/zenodo.19511171Keywords:
beginning reading skills, reading intervention (project RLEN), grade 1 filipino literacyAbstract
The most recurring problem in school is the presence of non-readers. The department and the teachers are trying to solve the problem by giving remediation to struggling readers. This research was designed by the researchers to make a beginning reading materials for Grade 1 pupils in Filipino. It is a back-to-the-basic method of reading where pupils need to learn the letter sound knowledge, initial sound identification, syllable reading, sentence reading, reading comprehension, listening comprehension and dictation. This research used the intervention Project RLEN Reading Assessment Tool in testing the pupils background in reading. It was given to identified 40 Grade One pupils of San Isidro Central School in Capiñahan, San Isidro, Leyte who had an emerging result in CRLA (Comprehensive Rapid Literacy Assessment). It was administered as pre and posttest. The significant difference of the result was determined through T-test, and a questionnaire was used to determine pupils’ responses on whether they like the Project or not using the Likert Scale. The results showed that Project RLEN had a high effect because of its significant increase of pupils’ performance in the areas of letter sound knowledge 25%, initial sound identification 25%, syllable reading 27.5%, word reading 55%, sentence reading 67.5%, reading comprehension 40%, listening comprehension 15% and dictation 40%. The significant difference of the pupils’ reading performance after exposure to the intervention was 3.61. The pupils who liked the intervention best was 77.5%.The intervention Project RLEN was proven to be good and effective reading material for beginning reading for Grade one pupils in Filipino.
References
Antonio, J. C. (2025). Reading interventions for Filipino students. Unpublished intervention report on reading programs in Magogod Elementary School, Philippines.
Casingal, C. P., De Vera, C. M. C., & De Vera, J. A. O. (2025). From struggling to accelerated readers: A pre‑post evaluation of school‑based reading intervention effectiveness among Grade 4 Filipino students. MSI Journal of Multidisciplinary Research, 2(6).
Diamanti, V., Grande, G., Protopapas, A., Melby‑Lervåg, M., & Lervåg, A. (2024). Preschool morphological awareness and developmental change in early reading ability. Scientific Studies of Reading.
Dilgard, C., Hodges, T. S., & Coleman, J. (2022). Phonics instruction in early literacy: Examining professional learning, instructional resources, and intervention intensity. Reading Psychology.
Explaining variation in treatment effects: An impact evaluation and mixed‑methods study of variation in early grade reading program effects. (2024). Comparative Education Review.
Giazitzidou, S., Levesque, K., & Deacon, H. (2025). Getting at how: Testing mediating factors in the relation between morphological awareness and reading comprehension in Grade 1. Reading Research Quarterly.
Mejala, J. R. (2024). Early language reading interventions and reading skills of elementary Grade One pupils in Zambales, Philippines. International Journal of Multidisciplinary: Applied Business and Education Research, 5(3), 829–837. https://doi.org/10.11594/ijmaber.05.03.08
Ningsih, S., Winarni, R., & Rukayah, R. (2023). Implementation of reading aloud methods to improve early reading skills: A case study analysis in elementary school. Journal of Basic Education Research. https://doi.org/10.37251/jber.v6i2.1700
Porter, S. B., Odegard, T. N., Farris, E. A., & Oslund, E. L. (2024). Effects of teacher knowledge of early reading on students’ gains in reading foundational skills and comprehension. Reading and Writing: An Interdisciplinary Journal.
Vadasy, P. F., & Sanders, E. A. (2023). Cognitive flexibility and phonics intervention effects on reading gains. Reading Psychology.
