World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.322-323
CIAHARA JOY SUGPATAN BUTAC
Volunteer Teacher
Yeban Integrated School
Introduction
Reading proficiency supports learning across subject areas because pupils need to recognize words, read connected text, and understand what they read. When these skills remain underdeveloped, learners may struggle to follow lessons, complete written tasks, and learn independently. Schools therefore need reliable assessment information to identify pupils who require additional reading support.
This article draws on the completed study of intermediate pupils at Yeban Integrated Schoolduring School Year 2024–2025. It focuses on the broad pattern of reading proficiency before and after the reading remedial program and the implications for school-based literacy support.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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