World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VIII (August 2026), pp.366-370
JILLIANE C. BENAVIDEZ, PhD
Tomas Claudio Memorial Elementary School
Morong District, SDO Rizal
Abstract
The focus of this study was to know the effects of the utilization of ARANGKADA learning resource in the reading performance of selected struggling readers at Tomas Claudio Elementary School. The respondents are composed of 37 struggling readers enrolled at Tomas Claudio Memorial during the School Year 2024-2025.
Based on the findings, phonics obtained the first rank having a mean of 4.31 and verbally interpreted as Most Effective. On the other hand, the lowest among other aspects is the comprehension obtaining only a mean of 2.88 and verbally interpreted as Effective. This implies that the highest level of reading still needs to be improved. The finding suggests that the material can still be improved for better learning outcomes.
Keywords: Impact of Intervention, Reading Skills, Struggling
DOI https://zenodo.org/records/22294875
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