Implementing Pande”Basa” to Address Reading Difficulties and Enhance Literacy Outcomes of Grade 5 Learners

Abstract

Reading difficulties in decoding, fluency, and comprehension can hinder learners’ academic progress and their ability to use reading as a tool for learning across subject areas. This study aimed to determine the effectiveness of the 8-week implementation of PaNDe”BASA” (Polishing and Nourishing the real Definition of “BASA” or “READ” to Learn) in improving the reading proficiency of Grade 5 struggling learners at Central I Elementary School. The study involved 20 Grade 5 learners identified as non-readers and frustration-level readers. A pretest-posttest approach was used to assess learners’ decoding, fluency, and comprehension before and after the intervention. Reading assessments, observation, and learner feedback were used to examine changes in reading performance and engagement. Results showed improvements across all three reading areas. Decoding increased from a mean of 46.0 to 68.5, with a gain of 22.5 points; fluency increased from 40.5 to 62.5, with a gain of 22.0 points; and comprehension increased from 37.8 to 60.5, with a gain of 22.7 points. All three improvements were statistically significant at p < 0.05. Observational data further indicated active learner participation, while learner feedback reflected positive perceptions of the intervention as enjoyable, supportive, and helpful in understanding texts. The findings suggest that PaNDe”BASA” is a viable school-based intervention for addressing reading difficulties and improving literacy outcomes among struggling Grade 5 learners. Its structured and collaborative approach provides a practical basis for sustained reading support and the development of confident, independent, and lifelong readers.