Ginalyn G. Centeno

Master Teacher I of Lusacan Elementary School. - Tiaong, Quezon, Philippines

DOI : https://doi.org/10.58806/ijsshmr.2026.v5i2n17

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ABSTRACT

The study aimed to enhance the reading comprehension level of Grade VI learners during the SY 2023-2024 through the implementation of localized reading materials under Project READY PLUS intervention program. Employing a quasi-experimental design, the study assessed the pre- and post-test scores of 270 Grade six learners, including both the slow and average readers, up to the Third Quarter. The findings revealed a notable improvement in reading levels: the percentage of frustration-level students decreased by 12%, instructional-level students by 8%, and there was an increase of 80 independent readers. Overall, there was a 30% rise in the number of independent readers. The significant improvement in pre- and post- test scores, evidenced by a t-value of -29.185, confirmed the effectiveness of the intervention program Project READY PLUS+. These results highlight the positive impact of using localized reading materials to improve leaners' reading comprehension skills, suggesting that tailored content can effectively address specific educational needs and contribute to better learning outcomes.

KEYWORDS:

Project READY PLUS, localized reading materials, slow readers, intervention program

REFERENCES

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Cite this Article:Centeno, G. G. (2026). Enhancing Reading Comprehension Skills of Grade 6 Learners through Project READY PLUS+: An Investigation into Localized Reading Material Efficacy. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH, 5(2), 393-396. https://doi.org/10.58806/ijsshmr.2026.v5i2n17

VOlUME 05 ISSUE 02 FEBRUARY 2026