Abstract
This study aimed to describe the level of reading proficiency and propose an intervention program based on Word Reading and Comprehension Levels. A descriptive research design, using the data from the end of School Year 2025-2026 Phil-Iri assessment results of the Grade 5 learners of San Isidro elementary School.
Results revealed, 86% of learners falls under frustration level in comprehension while 64% of learners categorized as independent level in word reading. The findings revealed a four key groups of learners that requires each different interventions; namely, Group A that has 7 learners which are in High word reading but low comprehension, 4 learners in Group D has moderate word reading but low comprehension, the 2 learners of Group G who are both high in word reading and comprehension and finally, 1 learner of Group F who has low word reading and a low comprehension.
Based on the results, this study recommended targeted differentiated reading interventions, that could specifically address the need of each group of learners.
https://doi.org/10.65494/pinagpalapublishing.334
