Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 4 (2025)

Individualized Reading Instruction and Reading Performance among Grade 2 Learners

Mafaith Succor Zapanta | Vilma Arazo

Discipline: Education

 

Abstract:

The study employed a pretest-posttest one-group research design, which involved measuring the same group of participants before and after an intervention using an individualized scheme. This study was conducted at Juan B. Tabla Elementary School for SY 2024-2025. The participants were 30 Grade 2 learners who were classified as Full Refreshers in the CRLA assessment. The data were gathered during the first quarter of SY 2024-2025. The study used an adopted standardized questionnaire from the Comprehensive Rapid Literacy Assessment (CRLA) of the Department of Education. The pre-reading performance of the participants, as assessed by the Comprehensive Rapid Assessment Test, revealed that all participants (100%) scored within the "Full Refresher" category, while the postreading performance demonstrated significant improvement compared to their pre-reading results. Notably, no participants remained in the "Full Refresher" category, which had previously encompassed the entire group. The majority of participants demonstrated a substantial improvement in their reading performance. Additionally, twothirds recorded even higher gains, signifying exceptional progress. The calculated effect size signified a large practical impact, demonstrating that the intervention had a substantial effect on enhancing their reading performance. These findings underscored the efficacy of the reading program in improving comprehension and readiness levels among the participants, validating its continued implementation and potential adaptation for broader educational contexts. A collaborative expertise plan was formulated, which provided valuable information for developing interventions to support reading development for learners.



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