Philippine E-Journals

Effectiveness of Reading Enhancement Achieving Progress (REAP) on Learners’ Reading Comprehension

Gemma E. Amarillo

Discipline: Education

 

Abstract:

All 19 respondents were female teachers, mostly aged 31–40 (9), with 11 married and 8 single. Eighteen were pursuing a Master’s degree, and one was a BSEEd graduate. In terms of teaching experience, eight had more than six years, while seven had one to three years. Seventeen received a “Very Satisfactory” rating. Most had attended trainings at the division (15) and district (10) levels, with fewer participating at the national (7) and regional (4) levels. In terms of the effectiveness of the Reading Enhancement Achieving Progress (REAP) program, it was rated as “Much Effective” in enhancing word recognition and decoding, improving fluency and accuracy, and developing reading comprehension, with a grand mean of 3.94. Regarding learners' reading performance based on the Comprehensive Reading and Language Assessment (CRLA), most were at the proficient (75) and basic (59) levels, while some were excellent (33), limited (22), or needed improvement (11). A significant relationship was found between the effectiveness of REAP and learners’ reading performance, with a chi-square value of 9.87 and a p-value of 0.029, indicating that REAP had a meaningful impact. In terms of issues and concerns, teachers highlighted challenges such as accurately assessing progress (15), addressing diverse learning needs (13), student engagement and motivation (11 each), sustainability and parental support (9 each), time constraints (7), and limited resources (5).