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Journal articles on the topic 'Phil-IRI'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Delopere, Brian S., and Annabelle L. Balderian. "HAMON NG MGA GURO SA PAGGAMIT NG PHILIPPINE INFORMAL READING INVENTORY SA FILIPINO." Ignatian International Journal for Multidisciplinary Research 2, no. 5 (2024): 2437–67. https://doi.org/10.5281/zenodo.11317913.

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Nilayon ng pananaliksik na ito na tukuyin ang karanasan ng mga guro sa paggamit, hamon, at mekanismo sa pagpapatupad ng <em>Philippine Informal Reading Inventory</em> (Phil-IRI) sa Filipino bilang kagamitan sa pagtaya sa kasanayan ng mga mag-aaral sa pagbasa. Nagsilbing kalahok ang mga guro (s=16) na nasa ika-7 hanggang ika-10 baitang ng <em>Junior High School </em>sa ika-2 distrito ng dibisyon ng Leyte, DepEd. Mula sa deskriptibong uri ng pananaliksik sa anyong penomenolohikal, isinagawa ang pangangalap ng datos sa pakikipanayam at <em>Focus Group Discussion (FGD)</em> gamit ang gabay-panayam

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2

Saguing, Grace. "Reading Readiness and Phil-IRI Result." Psychology and Education: A Multidisciplinary Journal 24, no. 8 (2024): 1012–23. https://doi.org/10.5281/zenodo.13690866.

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This study investigated the relationship between reading readiness and academic performance by assessing the reading readiness status of Grade IV-VI learners at Salvador Elementary School during the 2023-2024 school year. The research utilized the results of the Philippine Informal Reading Inventory (Phil IRI) to develop a reading enhancement program. The study aimed to profile learner demographics—including age, gender, parental educational attainment, socioeconomic status, availability of reading materials at home and school and allocated reading time. Additionally, it sought to evalua

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Cadano, Maricel H., and Lisa C. Cañedo. "Challenges Encountered by Intermediate English Teachers in the Implementation of PHIL-IRI in Relation to Learners Reading Performance." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 1, no. 12 (2024): 135–49. https://doi.org/10.5281/zenodo.14489580.

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<strong>Abstract:</strong> <strong> </strong> This study sought to assess the challenges encountered by Intermediate English Teachers in the implementation of PHIL-IRI in relation to learners reading performance. There were 38 teacher respondents included in this study under the District of Manjuyod 1. The total number of respondents were 38 teachers who will assess the level of challenges encountered by Intermediate English Teachers in the implementation of PHIL-IRI in relation to learners reading performance. The baseline data was collected from 38 public elementary school teachers hand

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4

Purcia, Erwin L., Lourdes L. Matan, and Geraldine P. Sumbise. "Cross-Sectioning the Literacy Status of the Schools Division of Calbayog City." American Journal of Multidisciplinary Research and Innovation 2, no. 2 (2023): 78–86. http://dx.doi.org/10.54536/ajmri.v2i2.1354.

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This study cross-sectionally assessed the literacy status among schools in the Schools Division of Calbayog City. It employed a descriptive cross-sectional research design utilizing the EGRA, CRLA and Phil-IRI reading tools fielded out, developed and adopted as principal research instruments in this study. Results revealed that most Grade level learners yielded a significant decrease in the number of learners that are in full refresher and frustration level from pre-assessment result to mid-assessment results. There was a significant decrease in the number of learners identified with frustrati

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Purcia, Erwin L., Lourdes L. Matan, and Geraldine P. Sumbise. "Cross-Sectioning the Literacy Status of the Schools Division of Calbayog City." American Journal of Multidisciplinary Research and Innovation 2, no. 2 (2023): 78–86. https://doi.org/10.54536/ajmri.v2i2.1354.

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This study cross-sectionally assessed the literacy status among schools in the Schools Division of Calbayog City. It employed a descriptive cross-sectional research design utilizing the EGRA, CRLA and Phil-IRI reading tools fielded out, developed and adopted as principal research instruments in this study. Results revealed that most Grade level learners yielded a significant decrease in the number of learners that are in full refresher and frustration level from pre-assessment result to mid-assessment results. There was a significant decrease in the number of learners identified with frustrati

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6

Eslawan, Carmelita, and Aba Allaba. "The Level of Implementation of the Reading Program and Pupils Reading Level in Relation to their Academic Achievement in Araling Panlipunan." Psychology and Education: A Multidisciplinary Journal 36, no. 10 (2025): 1151–71. https://doi.org/10.70838/pemj.361009.

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This study aimed to determine the level of implementation of the reading program and its relationship to the reading level and academic achievement of the learners in District V, Division of Valencia City, School year 2023-2024. Specifically, it aimed to determine the level of implementation of the reading programs in terms of Phil-IRI, Read-a-thon, Reading Camp, Remedial Reading and Project DEAR; find out the significant relationship between the level of Implementation in the reading program and pupil’s reading level; and find out any single or combination from the independent variables that

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7

J. Tolibas, Mae Caroline. "ASSESSING THE READING SKILLS OF INTERMEDIATE GRADERS USING THE PHILIPPINE INFORMAL READING INVENTORY (PHIL-IRI): INSIGHTS FOR TEACHERS." International Journal of Education Humanities and Social Science 08, no. 01 (2025): 33–40. https://doi.org/10.54922/ijehss.2025.0887.

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Reading proficiency is a fundamental skill significantly influencing learners' academic success and lifelong learning capabilities. This study assessed the reading skills of intermediate-grade learners (Grades 4 to 6) in a public elementary school in Tacloban City, Philippines, using the Philippine Informal Reading Inventory (Phil-IRI). Employing a descriptive survey design, the study involved 251 learners (138 males and 113 females) whose reading proficiency was evaluated through the Independent, Instructional, and Frustration levels of the Phil-IRI. Data were collected through oral and silen

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8

Celocia, Naue, and Charito Sapong. "“Problems Encountered in Distant Learning Relative to Reading Skills Among Grade 10 Students, Talibon District, Bohol”<u> </u>." University of Bohol Multidisciplinary Research Journal 11, no. 1 (2023): 115–28. https://doi.org/10.15631/3azww012.

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This study deals with the problems encountered in distance learning among Grade 10 students of Talibon District I relative to their reading skills. The study focuses on students’ problems in in terms of internet connection and electricity problems, inadequate and vague learning resources, overloaded lesson activities, conflict with home responsibilities, financial-related problems, and physical and mental health compromises. parent’s highest educational attainment, family income, and parent’s livelihood means. The PHIL-IRI results of the students were the data for the student’s reading skill l

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9

Rey, Sablay Palattao. "Comparative Analysis of Iloko and English Reading Proficiency Among Grade 4 Pupils of one Philippine Elementary School." ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS) II, no. III (2024): 252–57. https://doi.org/10.5281/zenodo.11534125.

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<em>Proficiency in one's mother tongue is crucial for acquiring a second language. The implementation of Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines has sparked debate regarding its effectiveness for Kindergarten to Grade 3. This study compared the reading proficiency levels in Iloko and English among Grade 4 pupils at Tapel Elementary School, Gonzaga East District, Cagayan and identified strategies to sustain and improve reading skills in both languages. Using a descriptive research design, data were gathered from 33 pupils using the Individual Graded Passage Scree

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10

Cruz, Lara Chris. "Reading Intervention Program for Struggling Readers in Quiterio San Jose Elementary School, District of Teresa." Psychology and Education: A Multidisciplinary Journal 29, no. 2 (2024): 202–8. https://doi.org/10.5281/zenodo.14538596.

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The study aimed to determine the effectiveness of reading intervention program for struggling readers in Quiterio San Jose Elementary School, District of Teresa. The respondents of the study were the one hundred percent total population of Grade Five pupils. This consists of 247 pupils during the administration of pretest in Phil-IRI. After the administration of the pretest the result was evaluated. A researcher –made questionnaire-checklist, pretest and posttests were utilized to determine the reading skills performance level of the respondents with respect to word recognition, vocabula

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E. Mondigo, Norman. "Improving Students’ Performance in Oral Reading Through Precision Teaching Approach." APJAET - Journal ay Asia Pacific Journal of Advanced Education and Technology 1, no. 1 (2022): 1–2. http://dx.doi.org/10.54476/apjaet/52752.

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This study investigated the effectiveness of Precision Teaching in enhancing the oral reading performance of students at a public high school in Pasig City. Ten students participated in the study. They were the students whose identified reading level was frustration. The Phil-IRI Manual 2018 served as the assessment tool. Pretests and posttests were all taken from the Phil-IRI. In addition, this study employed a mixed-method design to glean the data from the participants. The intervention was provided to the students for four weeks, with two hours allotted per session. For the quantitative com

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Agao-Agao, Ana Margarita Abogadil. "Effectiveness of DRTA Strategy in Improving the Reading Skills." Randwick International of Education and Linguistics Science Journal 4, no. 1 (2023): 96–102. http://dx.doi.org/10.47175/rielsj.v4i1.635.

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This study aimed to evaluate the reading level of the grade 7 learners before and after the conduct of intervention and to determine the effectiveness of Directed Reading-Thinking Activity (DRTA). The reading level was measured using the Philippine Informal Reading Inventory (Phil-IRI) tool where word recognition and comprehension are the variables used. On word recognition, mispronunciation, repetition, substitution, omission, insertion, reversal and transposition are considered miscues while the comprehension level was determined by the scores in the comprehension questions. Reading level is

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Jumao-as, Johanne, Jlyssa Louise Fuentes, Lourdes Lacar, Gladys Jean Fuertes, Christopher Erag, and Carousel Tagaylo. "Reading Remediation Program and Grade 4 Pupils’ Reading Comprehension." Asian Journal of Education and Social Studies 51, no. 6 (2025): 365–77. https://doi.org/10.9734/ajess/2025/v51i62000.

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Aim: To determine the extent to which the reading remediation program improves the reading levels of the 31 Grade 4 pupils who were identified through the PHIL-IRI Oral Test to struggle significantly, with low accuracy, fluency, and comprehension in reading. Study Design: This study used a quantitative design. Place and Duration of Study: The study was conducted in one of the elementary schools in Ozamiz City, Misamis Occidental, Philippines, during the School Year 2023-2024. Methodology: This study employed a descriptive quantitative research design. The study respondents were 31 Grade 4 pupi

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NICOLAS, VERONICA. "Utilization of Online Oral Reading Test in Determining the Reading Skills of the Grade 6 Pupils in English." Journal of World Englishes and Educational Practices 3, no. 4 (2021): 01–05. http://dx.doi.org/10.32996/jweep.2021.3.4.1.

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Reading is every child’s foundation where great learning is involved and evidently proved one’s comprehension. Reading teachers play a vital role in assessing their pupils’ reading skills and administering intervention programs for learners’ reading development. This action research employed the Phil-IRI (Philippine Informal Reading Inventory) Oral Reading Test. This is an informal measure that assesses the pupils’ reading skills, both their reading speed and comprehension. It consists of graded reading passages from Grade I to Grade VI. Each graded passage is followed by 7 comprehension quest

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Bacalla, Maria Jonabel. "Remediating Literacy Gaps of Grade 6 Learners in Science Instruction: A Contextualized Learning Kit." Psychology and Education: A Multidisciplinary Journal 23, no. 9 (2024): 1161–73. https://doi.org/10.5281/zenodo.13334831.

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The study remediates the literacy gaps of the Grade 6 learners using the Contextualized Learning Kit (CLK) focusing the Word Recognition and Reading Comprehension to the selected public elementary schools in Cluster 1 of Carcar City Division during School Year 2023-2024. The study utilized the parallel research design employing the purposive sampling technique with forty (40) participants who were identified as Frustration and Instructional Level based on the Phil-IRI Group Screening Test. This research used the standardized Graded passage with 7-item test to assess the proficiency levels of t

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C. ROMEY, ERVIE, and BERNARDO A. ZABALA JR. "READING PROFICIENCY AND READING STRATEGIS OF GRADE FOUR PUPILS IN SELECTED PUBLIC ELEMENTARY SCHOOLS." International Journal of Applied Science and Research 06, no. 04 (2023): 115–32. http://dx.doi.org/10.56293/ijasr.2022.5546.

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This study determined the reading proficiency level of grade four pupils using the Philippine Informal Reading Inventory (Phil IRI) and their level of mastery using Comprehensive Assessment of Reading strategies (CARS) in relation to their reading strategies applied in reading. One hundred eighty-four pupils were selected randomly from six schools in the District of San Leonardo, Division of Nueva Ecija. Phil-Iri identified the reading proficiency level of pupils while CARS determined the reading strategies applied. The results were correlated to establish the relationship of reading level and

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Pelatero, Leizel H. "Project AKAY Approach: A Reading Intervention for Non-Readers." Education Reform and Development 5, no. 1 (2023): 24–33. http://dx.doi.org/10.26689/erd.v5i1.5386.

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The Project Adequate Knowledge Acquisition for Young Learners (AKAY) approach serves as an intervention designed to support Grade 4 students who have experienced significant cognitive challenges due to the COVID-19 pandemic. This approach places a strong emphasis on the advantages of homogenous grouping in the teaching process. Its main objective is to assist students in acquiring fundamental skills, including knowledge of the alphabet, letter sounds, reading of consonant-vowel-consonant (CVC) pattern words, numerical comprehension, handwriting of names, and following simple directions. This s

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18

Salibay, Maricel Ocon. "Enhancing Literacy: A Comparative Analysis of the Effectiveness of Project Bear and Arangkada Pagbasa Reading Interventions in Claver National High School (S.Y. 2022-2024)." Advances in Research 25, no. 1 (2024): 54–64. http://dx.doi.org/10.9734/air/2024/v25i11018.

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This study evaluates the effectiveness of two reading intervention programs, PROJECT B.E.A.R and ARANGKADA PAGBASA, implemented in Claver National High School over two academic years (2022-2024). The Philippine Informal Reading Inventory (Phil-IRI) pretest initially identified many students as struggling readers. Post-intervention results indicated a marked improvement in reading skills, demonstrating the effectiveness of both programs. The study highlights the importance of collaborative efforts involving teachers, parents, and the local government unit (L.G.U.) in addressing reading difficul

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Namol, Cristy, and Angela Gabrielle Bacang. "Reading Interest and Proficiency of Grade 7 Learners." Journal of Interdisciplinary Perspectives 2, no. 7 (2024): 212–24. http://dx.doi.org/10.69569/jip.2024.0122.

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This descriptive-correlational study aimed to assess the reading interest and proficiency of 170 randomly selected Grade 7 learners. It utilized two sets of research instruments—the Learner’s Reading Interest Survey (RIS) and the Philippine Informal Reading Inventory (PHIL-IRI). Specifically, a self-made questionnaire was used to assess the respondents’ reading interest, while the PHIL-IRI assessment tool was employed to gauge their reading proficiency. Statistical tools such as percentage, weighted mean, Linear Regression Analysis, and Multiple Linear Regression Analysis were used to analyze

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Pinoliad, Erlie. "Contextualization in Teaching Short Stories: Students’ Interest and Comprehension." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 1 (2021): 31–55. http://dx.doi.org/10.47631/mejress.v2i1.167.

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Purpose: The purpose of this study was to determine the effect of contextualization in teaching Philippine short stories in English to students’ reading comprehension and the relationship between students’ reading interest and their comprehension levels. Approach/Methodology/Design: The study is experimental in design. It employed the Z-test and utilized a structured survey questionnaire in collecting the data. Seventy-two (72) Grade 7 students of Lila National High School in the school year 2018-2019 had the Frustration level of reading comprehension based on the Phil-IRI results conducted be

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Delima, Ronnel Rey R., Cupid Jones O. Risonar, and Jayson S. Digamon. "Collaborative Learning Approach (CLA) in Improving Reading Proficiency." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 6 (2024): 2080–87. http://dx.doi.org/10.11594/ijmaber.05.06.10.

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Studies show that Filipino learners are not demonstrating proficiency in reading. In the recent Program for International Student Assessment (PISA) 2023 results, Filipino students were found to be poor at reading proficiency. One potential strategy is collaborative learning. Thus, this study aimed to determine the effect of the Collaborative Learning Approach (CLA) on the reading proficiency of seventh-grade students. This study used a quasi-experimental design with two experimental and control groups. Using purposive sampling, two grade 7 sections of the research site were included in the stu

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Potot, Amalia, Louie Nikki Kyamko, Raiza Rhea Reponte-Sereño, and Homer Bustrillo. "Differentiated Instruction as Strategy in Improving Reading Comprehension." Journal of English Language Teaching and Applied Linguistics 5, no. 4 (2023): 113–28. http://dx.doi.org/10.32996/jeltal.2023.5.4.12.

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Reading and understanding what was read are integral parts in the life of every individual and are indispensable in the circle of educational system. However, this vital skill is what most students lack interest of. As a result, it affects their understanding in the other areas of their education endeavor. To address the problem, Robert Glaser proposed a strategy, the so called Individually Prescribed Instruction [IPI], which later on was known as Differentiated Instruction. It showcases a variety of classroom practices that accommodate differences in students’ learning styles, interests, prio

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Pao, Karen. "Oral and Silent Reading Proficiency and Academic Performance in English among Grade Seven Learners: Enhanced Reading Remediation Program." Psychology and Education: A Multidisciplinary Journal 23, no. 10 (2024): 1232–45. https://doi.org/10.5281/zenodo.13345638.

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The study determined the relationship of oral and silent reading proficiency and academic performance in English among grade 7 learners in Tipolo National High School for School Year 2022-2023 as basis for an enhanced reading remediation program using descriptive correlation research design.  The Philippine Informal Reading Inventory (Phil-IRI) materials were used in assessing the level of reading proficiency among grade seven learners thru post test results and the 4th quarter or final ratings in English were used to assess the academic performance in English of the Grade 7 students at T

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Sintos, Jose Marie T. ""TIKTOK" METHOD: EXPLICIT INSTRUCTIONS IN IMPROVING THE READING COMPREHENSION OF GRADE 11 HUMANITIES AND SOCIAL SCIENCES STUDENTS." Ignatian International Journal for Multidisciplinary Research 2, no. 4 (2024): 257–70. https://doi.org/10.5281/zenodo.10939557.

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Reading is an important skill that must be developed by the students to prepare themselves in facing the competitive world of work. With that being said, Carrascal National High School conducted a Group Screening Test (GST) to determine students who need more guidance and supervision in reading. The identified “frustration” readers were subjected to a One-on-One Reading Activity to ascertain the common reason of their status. Based on the result, poor vocabulary has been on top which delivered the researcher the fervor to develop an intervention to improve reading comprehension. Th

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Requilme, Catherine. "Interactive Reading-Aloud Strategy (IRAS) in Enhancing Reading Literacy: An Intervention Plan." Psychology and Education: A Multidisciplinary Journal 24, no. 7 (2024): 797–805. https://doi.org/10.5281/zenodo.13634186.

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This research employed a pretest-posttest control group research design to evaluate the efficacy of the Interactive Reading-Aloud Strategy (IRAS) as a reading intervention in enhancing reading literacy skills among Junior High School students. The study focused on comparing pretest and posttest results of the Philippine Informal Reading Inventory (Phil-IRI) administered to students whose reading/english teacher implemented the IRAS.The research involved 150 Junior High School students from a public high school, and the primary findings indicated a significant positive impact of the IRAS on stu

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LEA, JANESSA A. GASCON. "IMPLEMENTATION OF PROJECT EVELYN (EVERY LEARNER YIELDS IN READING) OF CONSUELO ELEMENTARY SCHOOL: BASIS FOR ENHANCEMENT PLAN." ISRG Journal of Education, Humanities and Literature (ISRGJEHL) II, no. III (2025): 27–35. https://doi.org/10.5281/zenodo.15454680.

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<em>This quasi-experimental research investigated the effectiveness of Project EVELYN (Every Learner Yields in Reading)—a school-based reading intervention designed to improve the oral reading fluency and comprehension of intermediate-grade learners at Consuelo Elementary School, Santa Marcela, Apayao. The study was conducted over three academic years (2022–2025), tracking the same cohort of learners from Grades 4 to 6 using a pre-test and post-test model. The participants were assessed using two standardized tools: the Philippine Informal Reading Inventory (Phil-IRI) and the Funct

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LEA, JANESSA A. GASCON. "IMPLEMENTATION OF PROJECT EVELYN (EVERY LEARNER YIELDS IN READING) OF CONSUELO ELEMENTARY SCHOOL: BASIS FOR ENHANCEMENT PLAN." ISRG Journal of Education, Humanities and Literature (ISRGJEHL) II, no. III (2025): 27–35. https://doi.org/10.5281/zenodo.15461430.

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<em>This quasi-experimental research investigated the effectiveness of Project EVELYN (Every Learner Yields in Reading)—a school-based reading intervention designed to improve the oral reading fluency and comprehension of intermediate-grade learners at Consuelo Elementary School, Santa Marcela, Apayao. The study was conducted over three academic years (2022–2025), tracking the same cohort of learners from Grades 4 to 6 using a pre-test and post-test model. The participants were assessed using two standardized tools: the Philippine Informal Reading Inventory (Phil-IRI) and the Funct

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Plotado, Uniqcca L. "Implementation of Phil-Iri Program and English Competence in Oral Read-ing of Grade 6 Pupils." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 12 (2024): 5151–61. https://doi.org/10.11594/ijmaber.05.12.18.

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This study explored the implementation of the Phil-IRI Program and its impact on the English oral reading competence of Grade 6 pupils in public elementary schools in San Marcelino, Zambales, Philippines. Using a descriptive-correlational approach with 557 pupils and 26 teachers in the district of San Marcelino, Zambales, it assessed oral reading competence levels before and after the program's implementation. Results showed that most pupils were at the instructional level pre-implementation but demonstrated significant improvements post-implementation. The findings highlight the value of regu

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Doria, Jerilyn L., Maria L. Edwas, Aprilyn Joy F. Fagsao, Juliana D. Galduen, and Maria Lourdes G. Eguia. "Using Gamification to Enhance Reading Comprehension of Grade 4 Learners." Cognizance Journal of Multidisciplinary Studies 5, no. 1 (2025): 157–66. https://doi.org/10.47760/cognizance.2025.v05i01.013.

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The study aimed to determine gamification's effectiveness in enhancing reading comprehension in grade 4 learners at Aguinaldo Elementary School. The respondents of the study were 49 grade 4 learners. The researchers used qualitative research design through the Phil-IRI pretest and post-test as the main data-gathering tool. Before using gamification, the level of performance was satisfactory as assumed in our hypothesis. Gamification has been proven to have significance in improving reading comprehension. Despite the struggles encountered the research was successfully conducted. The result of t

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Baril, Marcel E. "Filipino Learning Support Program for Foreign Students: Provus’ Discrepancy Evaluation Model." Asia Pacific Journal of Management and Sustainable Development 12, no. 3 (2024): 1–9. https://doi.org/10.70979/ksdq4915.

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This paper presents a comprehensive evaluation of a Filipino language learning support program for foreign students implemented in a Philippine private basic education school utilizing Provus' Discrepancy Evaluation Model (DEM). Through a mixed method design, it aimed at assessing the desired program standards, actual performance, and discrepancies. Findings from surveys, Phil-IRI assessments, content analysis and thematic analysis revealed discrepancies in program installation, process, and product which include lack of alignment of lessons with standards, teachers lack formal training, stude

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Jerilyn, L. Doria, L. Edwas Maria, Joy F. Fagsao Aprilyn, D. Galduen Juliana, and Lourdes G. Eguia Maria. "Using Gamification to Enhance Reading Comprehension of Grade 4 Learners." Cognizance Journal of Multidisciplinary Studies (CJMS) 5, no. 1 (2025): 157–66. https://doi.org/10.47760/cognizance.2025.v05i01.013.

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The study aimed to determine gamification's effectiveness in enhancing reading comprehension in grade 4 learners at Aguinaldo Elementary School. The respondents of the study were 49 grade 4 learners. The researchers used qualitative research design through the Phil-IRI pretest and post-test as the main data-gathering tool. Before using gamification, the level of performance was satisfactory as assumed in our hypothesis. Gamification has been proven to have significance in improving reading comprehension. Despite the struggles encountered the research was successfully conducted. The result of t

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Figuracion, Velvet Cabading, and Rashid Ceazar Galanto Ormilla. "The word reading performance of grade V pupils through a library hour program in Philippines." EDUCATUM Journal of Social Sciences 7, no. 1 (2021): 95–103. http://dx.doi.org/10.37134/ejoss.vol7.1.10.2021.

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The purpose of this study is to determine the significance of Library Hour Program towards word reading performance of public elementary grade five pupils. The true experimental design used consisted of experimental and control groups in which experimental group received the intervention while the control group had no intervention given. The instrument used was the standardized Philippine Informal Reading Inventory (Phil-IRI) developed by the Department of Education- Bureau of Learning Delivery to measure the significance of Library Hour Program in improving pupils word reading levels. T-test

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Llamera, Bethel Jean P., and Roie M. Ubayubay. "Practices on The Integration of Technology and Learners’ Reading Performance in Misamis Oriental." American Journal of Multidisciplinary Research and Innovation 4, no. 2 (2025): 57–74. https://doi.org/10.54536/ajmri.v4i2.4387.

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The efficient use of technology in the classroom significantly impacts the learners’ reading performance, underscoring its crucial role in enhancing learning outcomes and student achievement. This study was conducted to determine teachers’ practices on technology integration and learners’ reading performance in Misamis Oriental during the School Year 2023-2024. It specifically sought to describe the respondents’ characteristics, find the level of the respondents’ practices on the integration of technology, examine the level of learners’ reading performance based on Phil-IRI results, test the s

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Penepona, Romeo. "Dyad Cooperative Learning Strategy in Enhancing Reading Comprehension." Psychology and Education: A Multidisciplinary Journal 40, no. 9 (2025): 1197–203. https://doi.org/10.70838/pemj.400906.

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This quasi-experimental study aimed to determine the effectiveness of the Dyad Cooperative Learning Strategy as a remedial tool for enhancing the reading comprehension skills of Grade 7 learners at Roberto H. Tirol High School (Concepcion National High School), Iloilo. Sixty students participated, with one group exposed to Dyad Cooperative Learning and the other to non-cooperative learning strategies. Pre-test and post-test data were collected using the standardized Philippine Informal Reading Inventory (Phil-IRI) and analyzed through descriptive and inferential statistics, including paired an

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R. Pua, Brenda. "Word Reading, Reading Comprehension, and English Performance among Elementary Pupils: Basis for Designing Intervention Program." International Multidisciplinary Research Journal 3, no. 4 (2021): 161–68. http://dx.doi.org/10.54476/iimrj217.

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The issues and concerns regarding the reading competency of the majority of elementary school students have long been a source of contention in public schools. In order to meet the Department of Education's reading competency target for all primary grades, teachers have faced significant obstacles in implementing the innumerable strategies that have been developed. As evidenced by the large number of studies that demonstrate a link between reading competency and other findings such as academic achievement, literacy, and other factors, developing reading skills is perilous for learners' cogniti

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Abaigar, Benilyn R., Gilbert C. Galit, and Annabelle L. Balderian. "EKSPLORATORING PAGSUSURI SA KAKAYAHAN AT SALIK NA NAKAAAPEKTO SA KOMPREHENSIYON SA PAGBASA SA FILIPINO." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 1788–813. https://doi.org/10.5281/zenodo.12216681.

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Through Sequential Exploratory Mixed Method research, the study aimed to measure the comprehension ability of 190 Grade 6 pupils in reading Filipino using the Philippine Informal Reading Inventory (Phil-IRI), and analyze the various factors that affects their reading comprehension skills. Based on the results, it was discovered that the level of comprehension of the respondents which obtained a weighted mean of 49.78 was in <em>frustration</em>. The study also found that the low comprehension level of the respondents is influenced by a collective internal and external factor such as interest,

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Judith, Vanessa Joy Z. "The effect of a 3-sectioned movable spelling-vocabulary board on the indigenous people students’ English proficiency." Edelweiss Applied Science and Technology 9, no. 6 (2025): 2460–70. https://doi.org/10.55214/25768484.v9i6.8409.

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Improving the English proficiency of Indigenous People (IP) students in the Philippine hinterlands, a marginalized sector, poses a challenge for educators. Bereft of the amenities of the lowlands, the researcher designed a three-section movable vocabulary-spelling board to enhance the IP students' level of proficiency. The researcher adopted a single-group quasi-experimental design in conducting the pre-test and post-test using 20 vocabulary and spelling words taken from the Philippine Informal Reading Inventory (Phil-IRI) assessment tool. The researcher allotted a seven-week interval between

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Gulinao, John Herbert R., Cherry Ann B. Macay, Angelica M. Relox, Loren Joy L. Resurreccion, and Mary Janelovely B. Villero. "Assessing the Perceived Impact of TikTok Usage on Reading Comprehension Skill of Grade 6 Pupils in Bagong Buhay B Integrated School." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 181–86. https://doi.org/10.47772/ijriss.2025.90600014.

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This study explored the impact of TikTok usage on the reading comprehension skills of Grade 6 pupils at Bagong Buhay B Integrated School, City of San Jose Del Monte, Bulacan. The study adopted a descriptive-correlational research design, employing quantitative methods to determine the relationship between the hours spent on TikTok and pupils’ reading comprehension skills in both Filipino and English. Data were collected from 34 Grade 6 pupils using validated questionnaires and Phil-IRI test results. Mann-Whitney U Test and Spearman correlation were used to analyze the data. Results revealed no

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Rubi, Jeff Jerhon J. "The Effects of Project RePo on Grade 7 Students' Reading Skills and Proficiencies." Journal of Education and Society 5, no. 1 (2024): 32–40. https://doi.org/10.5281/zenodo.13308939.

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This study was carried out to determine the effects of the school's reading intervention program named Project RePo designed to improve the reading proficiency levels and skills of Grade 7 students of Dña. Basilia S. Quilon Memorial High School. The efficacy of the reading intervention program was examined since the result of tests on the three skills in reading was used to determine the significant difference in pre and post test result. The data on reading proficiencies and skills were determined using the pre and post testing materials adapted from standard set by the Philippine Info

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Leysa, Marees, and Preciosa Villacruel. "The Use of Project Reader In Enhancing the Reading Abilities of Elementary Learners." Psychology and Education: A Multidisciplinary Journal 30, no. 1 (2025): 163–74. https://doi.org/10.5281/zenodo.14585857.

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Reading is a cornerstone of the Philippine education system, essential for fostering foundational learning. This quantitative study investigated the effectiveness of Project READER (Reader Enhancement and Development Educational Resources) in improving the reading abilities of Grade 1 learners at Halang Elementary School, Division of Calamba City, who experienced difficulties in reading. Using a causal-comparative design with a quasi-experimental approach, standardized passages from the Philippine Informal Reading Inventory (Phil-IRI) were administered as pre- and post-tests. Pre-test results

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Luna, Lealyn, Maryrose Alviar, Ivy Conde, et al. "Reading Comprehension and Mathematical Performance in Solving Word Problems Among Grade 4 Learners." Psychology and Education: A Multidisciplinary Journal 16, no. 7 (2024): 718–29. https://doi.org/10.5281/zenodo.10539149.

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The main purpose of this research was to assess the Comprehension and Reading ability and to determine the significant correlation between Reading Comprehension level of learners and their ability to solve Mathematical word Problems. This study employed Descriptive Quantitative Correlational Study. The respondents of the study were ninety-two (92) Grade 4 learners of Western Mindanao State University – Integrated Laboratory School enrolled in school year 2022- 2023. This study adopted the Philippine Informal Reading Inventory (Phil-IRI) assessment tool and DepEd Numeracy Assessment Tool

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Rivera, Maurene. "Determinants Affecting Reading Comprehension Skills among Students of Alternative Learning System." Psychology and Education: A Multidisciplinary Journal 26, no. 5 (2024): 463–79. https://doi.org/10.5281/zenodo.13912989.

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This study aimed to investigate different factors affecting the reading comprehension skills of the students in Alternative Learning System of Lugait Central School.  The respondents of this study were 40 females and 60 males. A survey was conducted by using a questionnaire for information gathering about different factors relating to the reading performance of the students and the Phil-IRI assessment tool to assess their comprehension level. This study was conducted to the Junior High School students enrolled in the Alternative Learning System at Lugait Central School during the school y

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Bonita, Jovy O. "The Relationship Between Instructional Leadership Practices and Learners’ Reading Abilities." International Journal of Research and Scientific Innovation XII, no. V (2025): 243–55. https://doi.org/10.51244/ijrsi.2025.12060022.

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A key factor in the enhancement of learners' reading ability is effective instructional leadership. This research examined how instructional leaders’ approaches relate to learners' reading abilities. Conducted within the Schools Division of Ozamiz City during the School Year 2024-2025, the study involved 43 school heads assigned at the different elementary and integrated schools. Data were gathered using the Modified Instructional Leadership Questionnaire (MILQ) and post-assessment results from the Philippine Informal Reading Inventory (Phil-IRI). Data were analyzed using mean, standard deviat

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Cyrus, Pontawe Casingal, and Pan Guino Romulous. "Bridging Literacy Gaps in Alternative Learning Systems: Reading Proficiency and Teacher Development in Philippine Education." MSI Journal of Arts, Law and Justice (MSIJALJ) Volume 2, Issue 5 (2025): 104–27. https://doi.org/10.5281/zenodo.15550744.

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This research evaluates the efficacy of the Philippine Informal Reading Inventory (Phil-IRI) and remedial courses in enhancing reading competency among Alternative Learning System (ALS) learners, while also analyzing teacher abilities and professional development requirements.  A mixed-methods approach was used to gather data from 767 ALS learners and 53 instructors via evaluations, questionnaires, and focus group discussions.  Results indicated substantial improvements in reading skill, with frustration-level readers declining by 16.5% and non-readers by 85.7%.  Teacher compete

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Pocaan, Jordan Miranda, Lyndon Lucila Bailon, and Jean Pauline Trilles Pocaan. "STRATEGIC READING INTERVENTION FOR LEFT-BEHIND LEARNERS IN THE PHILIPPINES." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (2022): 367–78. http://dx.doi.org/10.24071/llt.v25i2.5087.

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Education for all means no one should be left behind; thus, teachers should provide effective strategies for struggling readers. The “one-size fits all strategy” further divides the gap between the slow and advanced learners. This study used a quantitative observational research design to determine the reading ability of 30 struggling readers in terms of word recognition, reading comprehension, and reading speed using reading stories, Dolch's basic sight words and the Phil-IRI Manual 2018. The study develops strategic reading intervention materials to support teachers and students during the r

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UTTO, MAT, BAUTISTA C., EVA C. POLO, and CRISTOBAL M. AMBAYON. "READING ACROSS LEVELS (READ AL) PROGRAM AND PROFICIENCY OF BANGSAMORO LEARNERS." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION HUMANITIES AND COMMERCE 05, no. 06 (2024): 201–9. https://doi.org/10.37602/ijrehc.2024.5616.

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The READ AL Module is a compilation of the essential components of reading lessons made and modified by the researcher to address the reading deficit of the pupils across levels in Mileb Elementary School. This module focuses on alphabet knowledge and phonics, vocabulary and word recognition, fluency, and comprehension. The study utilized the module as the main instrument to measure its efficacy in the reading proficiency of Bangsamoro learners of Mileb Elementary School who were diagnosed under frustration level in the Phil-IRI pretest. The design involved the experimental and control groups,

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Lariosa, Billy joe, and Rodeth Jane C. Quezada. "Teaching of Reading in the Midst of Uncertainties: The Narrative of Elementary School Teachers in Digos City." American Journal of Multidisciplinary Research and Innovation 2, no. 1 (2023): 36–48. http://dx.doi.org/10.54536/ajmri.v2i1.1187.

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This descriptive-phenomenological study divulged the context of teaching reading during the health crisis brought by COVID-19 among elementary pupils. This study involved ten (10) informants which, composed of one (1) full- time faculty of Rizal Central Elementary School (RCES), two (2) teaching the English subjects, and three (3) employed in the institution since the beginning of the pandemic. Through purposive sampling, ten (10) teachers qualified from the inclusion criteria set were approached to request their voluntary involvement as participants through focus-group interviews. Hence, Cola

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Suplaag, Melbert Cagang, Sheena Atasha Rama PANTUJAN, Pauleen Kate Gimarino ROJAS, Julie Rose LAHOY, and Anamie Dela Peña BAYER. "Effectiveness of Sparcs on The Reading Comprehension Performance of Grade 6 Learners." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 3, no. 11 (2025): 1383–94. https://doi.org/10.56778/jdlde.v3i11.470.

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This study evaluated the effectiveness of the Sustainable Program for Accelerating Reading Comprehension Skills (SPARCS) in improving the reading comprehension performance of grade 6 learners at Poblacion, Liloan, Cebu. Using a true experimental research design, the study involved a control group and an experimental group, with pre-test and post-test assessments based on the PHIL-IRI reading comprehension tests. Findings indicate that before the intervention, both groups had similar reading comprehension levels, with most learners classified under the "frustration" level. After the implementat

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Lariosa, Billy joe, and Rodeth Jane C. Quezada. "Teaching of Reading in the Midst of Uncertainties: The Narrative of Elementary School Teachers in Digos City." American Journal of Multidisciplinary Research and Innovation 2, no. 1 (2023): 36–48. https://doi.org/10.54536/ajmri.v2i1.1187.

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This descriptive-phenomenological study divulged the context of teaching reading during the health crisis brought by COVID-19 among elementary pupils. This study involved ten (10) informants which, composed of one (1) full- time faculty of Rizal Central Elementary School (RCES), two (2) teaching the English subjects, and three (3) employed in the institution since the beginning of the pandemic. Through purposive sampling, ten (10) teachers qualified from the inclusion criteria set were approached to request their voluntary involvement as participants through focus-group interviews. Hence, Cola

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Cullamar, Twinkle Anne G., and Alicia Z. Maghuyop. "DEVELOPMENT OF A READING MANIPULATIVE TO STRENGTHEN THE PHONOLOGICAL AWARENESS OF GRADE 4 LEARNERS WITH FRUSTRATION LEVEL IN READING." Ignatian International Journal for Multidisciplinary Research 2, no. 5 (2024): 490–500. https://doi.org/10.5281/zenodo.11124813.

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This study explores the efficacy of a reading manipulative designed to bolster phonological awareness among Grade 4 learners experiencing frustration in reading. Employing a quasi-experimental design and the ADDIE (Analysis, Design, Development, Implementation, Evaluation) method, the researcher developed and implemented the manipulatives that aims to focus on the following competencies: (a) counting the words, syllables, or phonemes in a word, or the words in a sentence or phrase; (b) recognizing rhyming pairs of two or more syllables; and (c) putting units of language together to say a whole

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