Marlyn O. Maghanay

Tuyo Integrated School

Completed 2026

ABSTRACT

This study aimed to improve the reading performance of Grade 3 learners by implementing a CRLA-guided remedial reading intervention under Project LINAW (Literacy Intervention for Nurturing Achievement in Word-reading). Specifically, it examined changes in learners’ reading fluency, decoding, and comprehension skills, as well as their perceptions, confidence, motivation, and application of learned reading strategies. A mixed-methods research design was employed, involving 10 Grade 3 learners who participated in structured remedial reading sessions using CRLA-based techniques. Quantitative results from pre- and post-assessments indicated notable improvements in learners’ reading fluency, decoding, and comprehension skills after the intervention. Qualitative findings further revealed high learner engagement, positive emotional responses such as enjoyment and pride, and a gradual reduction of shyness and anxiety. Learners also demonstrated increased reading confidence, stronger motivation, and the ability to apply strategies such as reading aloud, syllable division, repetition, and daily practice in both classroom and home settings. The study was limited by its small sample size and focus on a single grade level, which may affect the generalizability of the findings. Despite this limitation, the intervention demonstrated strong potential in addressing foundational reading gaps among struggling readers. The originality of the study lies in its integration of CRLA-based assessment with structured remedial reading techniques tailored to learner needs. It is concluded that CRLA-guided remedial reading is an effective approach in improving early-grade literacy by enhancing fluency, comprehension, confidence, and learner engagement. The findings suggest that structured, supportive, and interactive reading interventions can significantly contribute to addressing literacy gaps in basic education.