EFFECTIVENESS OF PROJECT FIL-IRI: FILIPINO INDIVIDUALIZED READING INSTRUCTION IN ENHANCING THE READING SKILLS OF GRADE 2 LEARNERS OF LONGOS INTEGRATED SCHOOL

Author Name: 1. Racquel Blanco Naungayan

Volume/Issue: 04/09

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://doi-ds.org/doilink/02.2024-26421173/UIJIR

Affiliation:

1. Longos Integrated School, Cabangan District, Schools Division of Zambales, Philippines.

ABSTRACT

The research conducted a comprehensive assessment of twenty-six (26) Grade 2 learners for Longos Integrated School, Cabangan, Zambales this school year 2022-2023. This study explores the effectiveness of Project FIL-IRI (Filipino Individualized Reading Instruction) in enhancing the reading skills of Grade 2 learners at Longos Integrated School. With a focus on eradicating slow readers, non-readers, and those at a frustration level, the research aligns with the DepEd Every Child A Reader Program and DepEd 3Bs Initiative. The COVID-19 pandemic has exacerbated reading proficiency decline globally, emphasizing the need for targeted interventions. Fil-IRI, a tailored reading program, employs a systematic and individualized approach to improve reading skills. In Grade 2, the pre-test identified 18 proficient readers and 8 non-readers, offering insights into initial reading abilities. Following the intervention program, all learners exhibited significant improvement, with 100% achieving reader status, showcasing the program's effectiveness in enhancing reading skills and achieving comprehensive success for the entire group, as evidenced by a notable increase in the Mean Percentile Score. The study's success lies in its comprehensive approach, incorporating diverse materials, parental involvement, and innovative teaching techniques. Remedial reading sessions, facilitated through digital platforms and at-home materials, contributed to the overall advancement of learners' reading abilities. The findings highlight the program's impact on nurturing literacy excellence and fostering a love for reading among Grade 2 learners. Project FIL-IRI exemplifies the importance of tailored interventions in addressing learning gaps and supporting the goals of educational initiatives.

Key words: Project FIL-IRI, COVID-19, reading proficiency, learners, DepEd 3Bs Initiative.