Assessment of students' reading levels: Basis for the development of reading intervention module

This study assessed the reading performance of Grade 4 to Grade 6 learners at MS Garcia Elementary School through a diagnostic pre-test and post-test design. Recognizing the importance of reading proficiency in achieving academic success, the study sought to identify learners' reading needs and develop a contextualized Reading Intervention Module based on the results of the initial assessment. The intervention was designed to address specific difficulties in word recognition and reading comprehension, thereby providing learners with appropriate instructional support. The study employed a quantitative pre-experimental research design using a one-group pre-test and post-test approach. A diagnostic reading assessment was administered to determine the learners' baseline reading performance. Based on the findings, a contextualized Reading Intervention Module was developed, implemented, and subsequently evaluated through a post-test to determine its effectiveness. Descriptive and inferential statistical analyses were utilized to examine changes in learners' reading performance before and after the intervention. The findings are expected to demonstrate an improvement in learners' reading performance following the implementation of the contextualized intervention module, highlighting the value of diagnostic assessment in designing targeted instructional materials. The study further emphasizes the importance of evidence-based reading interventions in addressing literacy gaps among intermediate elementary learners. The results may serve as a basis for strengthening school-based reading programs and guiding teachers in developing effective and contextually relevant literacy interventions.