Published October 15, 2026 | Version v1
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Enhancing Reading Comprehension Skills Among Intermediate Learners Through the Pick-To-Read Reading Program

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Abstract. This study examined changes in the reading comprehension skills of Grades 4 to 6 learners at Bumagcat Elementary School after implementing the Pick-to-Read Reading Program during School Year 2025 to 2026. The study employed a quantitative descriptive pretest-posttest design. The study assessed 41 intermediate learners: 30 pupils (21 males and 9 females) participated in the reading intervention. The remaining 11 learners had already met the initial Group Screening Test (GST) criterion. The Philippine Informal Reading Inventory (Phil-IRI) served as the primary assessment tool for evaluating reading comprehension in Filipino and English. The program ran for five months and included differentiated reading activities based on learners' assessed proficiency levels. Pretest findings revealed considerable reading comprehension difficulties, with 15 learners attaining grade-level proficiency in Filipino and 12 in English. After the intervention, posttest results showed improvement, with 34 learners reaching grade-level proficiency in Filipino and 29 in English. Mean scores also increased across Grades 4 to 6 in both languages, with Grade 6 showing the greatest gains. However, the study could not verify the statistical significance of these differences because the original individual pretest and posttest scores were unavailable. The findings indicated favorable changes in reading comprehension performance during the Pick-to-Read Reading Program's implementation period. The study highlights the potential contribution of differentiated reading interventions, regular assessment, and engaging literacy activities in supporting intermediate learners experiencing reading difficulties.

Keywords: Reading Comprehension, Pick-to-Read Reading Program, Reading Intervention, Philippine Informal Reading Inventory, Intermediate Learners, Silent Reading

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References

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