Enhancing Grade 7 Reading Proficiency through an English Reading Program Intervention in High School
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| Title: | Enhancing Grade 7 Reading Proficiency through an English Reading Program Intervention in High School |
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| Language: | English |
| Authors: | Mhel Cedric D. Bendo (ORCID |
| Source: | Online Submission. 2026. |
| Peer Reviewed: | N |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Reading Skills, Grade 7, Reading Programs, Program Effectiveness, Reading Comprehension, Intervention, Junior High School Students, English (Second Language), Foreign Countries |
| Geographic Terms: | Philippines |
| Abstract: | This study aimed to determine the level of reading proficiency of Grade 7 students through the implementation of an English Reading Program at Public National High School, Philippines. A quantitative one-group pretest-posttest design was employed, involving 494 Grade 7 students across eleven sections. Data were gathered using validated standardized reading comprehension assessments administered before and after the intervention. Findings revealed that the English Reading Program was effective in improving students' reading proficiency. Post-test results showed a notable increase in reading comprehension levels, with no students classified as non-readers after the intervention. The use of contextualized learning materials contributed to measurable improvements in students' ability to decode, comprehend, and interpret texts. Overall, the study provides evidence-based support for the effectiveness of structured reading intervention programs in enhancing reading proficiency among junior high school learners. The findings offer practical implications for school administrators and teachers and highlight the importance of targeted reading programs in improving academic performance and promoting the overall well-being of Grade 7 students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED681004 |
| Database: | ERIC |
| Abstract: | This study aimed to determine the level of reading proficiency of Grade 7 students through the implementation of an English Reading Program at Public National High School, Philippines. A quantitative one-group pretest-posttest design was employed, involving 494 Grade 7 students across eleven sections. Data were gathered using validated standardized reading comprehension assessments administered before and after the intervention. Findings revealed that the English Reading Program was effective in improving students' reading proficiency. Post-test results showed a notable increase in reading comprehension levels, with no students classified as non-readers after the intervention. The use of contextualized learning materials contributed to measurable improvements in students' ability to decode, comprehend, and interpret texts. Overall, the study provides evidence-based support for the effectiveness of structured reading intervention programs in enhancing reading proficiency among junior high school learners. The findings offer practical implications for school administrators and teachers and highlight the importance of targeted reading programs in improving academic performance and promoting the overall well-being of Grade 7 students. |
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