Instant Reader Program boosts literacy in Philippine schools

Early literacy is a major hurdle in public schools, especially in resource-poor areas where non-readers lack adequate remedial programs. This study evaluated the Instant Reader Program (IRP) in improving reading abilities among primary students in a Philippine public elementary school.

A quasi-experimental one-group pretest-posttest design was used, involving 28 non-reading students. The intervention was a 20-day structured program focusing on phonemic awareness, word recognition, and sentence reading. Data were collected via reading assessments, observation checklists, interviews, and teacher surveys.

Quantitative results showed significant improvements in all reading components. Qualitative data indicated enhanced learner engagement and confidence. Challenges included limited attention spans, insufficient materials, and minimal parental involvement. Despite these, the IRP proved to be an effective remedial reading program for early learners.

The study offers valuable insights for improving reading instruction and managing literacy initiatives in public schools with limited resources. The IRP's success suggests its potential for wider application in similar settings.