Volume : 12, Issue : 3, MAR 2026

ENHANCING READING LITERACY PROFICIENCY AMONG GRADE 1 LOW EMERGING – LEVEL READERS THROUGH BASA ARANGKADA SA UMAGA (BAU)INTERVENTION

JANE EDEN A. CAÑADILLA, E.D.D-EMD, NIEVA MAE V. LAURONAL, E.D.D-EMD, JEAN V. ELVIRA, E.D.D-EMD, JOMAR C. CHIONG, E.D.D-EMD, MA. NELIA E. APURA, E.D.D-EMD, MARILYN M. MIRANDA EDD, DPA

Abstract

This study assesses Grade 1 learners identified as low emerging-level readers through the Comprehensive Rapid Literacy Assessment (CRLA). The Basa Arangkadasa Umaga (BAU) is a structured morning literacy program designed to enhance foundational reading skills through brief daily sessions focusing on letter-sound mastery, syllable blending, word recognition, and guided oral reading. These tasks are integrated with literacy warm-ups to boost cognitive readiness at the start of the school day.

At Bolocboloc Elementary School SY 2025–2026, 4 of 24 Grade 1 learners showed gaps in phonics, fluency, vocabulary, and comprehension. To address these needs, the intervention includes multisensory literacy activities, structured phonics, fluency routines, peer-assisted and remedial reading, read-aloud sessions, and home reading programs. Using a descriptive quantitative research design, pre- and post-test results were analyzed with descriptive statistics to evaluate BAU’s effectiveness in improving learners’ reading proficiency. Progress reports and formative assessments throughout the sessions provided additional evidence of improvement.

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IESRJ

International Educational Scientific Research Journal

E-ISSN: 2455-295X

International Indexed Journal | Multi-Disciplinary Refereed Research Journal

ISSN: 2455-295X

Peer-Reviewed Journal - Equivalent to UGC Approved Journal

Peer-Reviewed Journal

Article No : 3

Number of Downloads : 38

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