Helping Grade 7 Students Become Better Readers Through a Structured School Reading Program

What is it about?

Reading proficiency is essential for academic success, yet many students begin junior high school with difficulties in reading comprehension. This study evaluated whether a structured English Reading Program could improve the reading abilities of Grade 7 students in a Philippine public secondary school. Using a one-group pretest–posttest design, the study assessed the reading proficiency of 494 Grade 7 students before and after participating in a one-month intervention consisting of contextualized reading activities delivered twice each week. Results showed measurable improvements in reading comprehension, with increases in independent reading levels and reductions in lower proficiency categories. The findings demonstrate that structured school-based reading interventions can effectively strengthen reading skills among junior high school learners

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Photo by Ishaq Robin on Unsplash

Photo by Ishaq Robin on Unsplash

Why is it important?

Reading is the foundation of learning across all school subjects. Students who struggle to read often encounter persistent academic challenges that extend beyond language classes. This study provides practical evidence that a structured English Reading Program can substantially improve reading proficiency in a large public-school setting. The findings support continued investment in school-based reading interventions and demonstrate that contextualized instructional materials, systematic reading activities, and regular assessment can help learners become more confident and independent readers. The results may assist teachers, school leaders, and education policymakers seeking effective strategies to improve literacy outcomes.

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