ENHANCING READING DIFFICULTIES OF GRADE 4-HOPE LEARNERS WHO ARE NON-READERS USING PHIL IRI APPROACH

Author Name: 1. JB M. Castro 2. Kimberly E. Allado 3. Jarah Pacis

Volume/Issue: 07/02

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/07.2026-34747496/UIJIR

Affiliation:

1. Graduate Student, Master of Arts in Education, Major in Educational Management, President Ramon Magsaysay State University, Iba, Zambales, Philippines

ABSTRACT

This study aimed to enhance the reading difficulties of Grade 4-Hope learners who are non-readers at James L. Gordon Integrated School, focusing on word recognition and comprehension affected by the pandemic. Five respondents participated using a pre-experimental quantitative design. Pre-test results showed most learners at the frustration level, while post-test results revealed improvement to instructional and independent levels. The study concludes that the PHIL IRI-based reading intervention effectively improved learners’ reading skills. It recommends rigorous reading programs, engaging activities, and more reading materials in the school curriculum.

Key words: Reading intervention, PHIL IRI, reading difficulties, comprehension, non-readers.