EFFECTIVENESS OF LIKHA READING INTERVENTION MODULE IN ENHANCING THE READING COMPREHENSION SKILLS OF GRADE 2 LEARNERS OF BISLIG CENTRAL ELEMENTARY SCHOOL, BISLIG CITY DIVISION: A QUASI-EXPERIMENTAL APPROACH

Education

This study determined the effectiveness of the Likha Reading Intervention Module in enhancing the reading comprehension skills of Grade 2 learners of Bislig Central Elementary School, Bislig City Division, during SY 2024–2025. The Likha Reading Intervention Module is a division-developed, localized, and contextualized set of Filipino reading texts intended to improve early-grade literacy. A quasi-experimental, one-group pretest–posttest design was used. Participants were the Grade 2 Masikap learners (n = 34) selected through total enumeration. Reading performance was measured using the Comprehensive Rapid Literacy Assessment (CRLA) administered before and after a 20-week intervention period using Likha materials. Mean scores/percentages and paired t-test were used for analysis. Results showed improvements across components from pretest to posttest (Word Recognition: 5.43 to 7.93; Sentence Reading: 2.07 to 6.00; Fluency Speed: 1.36 to 29.14; Fluency Accuracy: 19.85% to 60.57%; Reading Comprehension: 2.50 to 2.86). Paired t-test results indicated significant gains in word recognition (p = 0.0000037), sentence reading (p = 0.0038), and fluency accuracy (p = 0.0017), while gains in fluency speed (p = 0.1796) and reading comprehension (p = 0.8615) were not statistically significant.

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