VOlUME 05 ISSUE 02 FEBRUARY 2026
1Ginalyn G. Centeno 2Donata J. Añonuevo
1Master Teacher I of Lusacan Elementary School. - Tiaong, Quezon, Philippines
2Master Teacher I of Lusacan Elementary School. - Tiaong, Quezon, Philippines
DOI : https://doi.org/10.58806/ijsshmr.2026.v5i2n18Google Scholar Download Pdf
ABSTRACT
The study aimed to evaluate the effectiveness of the Monthly Oral Reading Assessment (MORA) as an intervention tool within the Project READY PLUS reading program for Grade 6 learners. Specifically, it sought to determine learners’ reading comprehension levels before and after the implementation of MORA, assess the significance of test score gains, explore learners’ perceptions of MORA’s impact on their reading development, and document both the challenges and successes experienced by teachers during implementation. A quasi-experimental design was employed, involving 240 students who’s pre- and post-test reading scores were analyzed. Additionally, a Likert scale survey was administered to assess learners' perceptions, and responses from seven teacher-respondents provided qualitative insights into implementation outcomes. Results showed that learners initially demonstrated low reading comprehension, with a mean pre-test score of 20.67 (MPS = 51.68%). After MORA was implemented, their post-test scores significantly increased to a mean of 29.42 (MPS = 73.55%), supported by a t-value of 7.92 (p < 0.001). Learners rated MORA highly, with an overall perception score of 4.85, noting improvements in vocabulary, fluency, confidence, and reading engagement. Teacher feedback affirmed MORA’s practicality and effectiveness in classroom instruction, highlighting its alignment with differentiated, formative, and learner-centered approaches. These findings provide strong empirical evidence of MORA’s value as a structured and sustainable intervention for improving reading comprehension. The results suggest that incorporating MORA into existing reading programs significantly enhances student outcomes and supports instructional decision-making based on formative assessment data.
KEYWORDS:Project READY PLUS, comprehension levels, intervention tool, learner-centered approaches, MORA
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Cite this Article:Centeno, G. G.,Añonuevo, D. J.,(2026). Assessing the Effectiveness of MORA: Monthly Oral Reading Assessment as Key Component of Project READY PLUS in Enhancing Grade 6 Learner's Reading Comprehension. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE HUMANITY & MANAGEMENT RESEARCH, 5(2), 397-404. https://doi.org/10.58806/ijsshmr.2026.v5i2n18