Project Educational Video – Assisted Reciprocal and Strategic Reading (EARES): An Intervention Program to Address Difficulties in Word Recognition and Comprehension among Grade 6 Pupils

Many learners struggle to master reading skills. Hence, this study aimed test the effectiveness of Project EARES in addressing difficulties word recognition and comprehension among Grade 6 Tuhian Elementary School. This undertaking employed quantitative method. Meanwhile, quasiexperimental research design was utilized, specifically pretest-posttest, with a comparison group demonstrate causality between intervention an outcome. The respondents involved 40 who comprised control experimental groups formed through matched sampling. performance both assessed using standardized passages from Philippine Informal Reading Inventory (Phil-IRI) at two points study: one before treatment (pretest), other after (posttest). For analysis data gathered, following statistical tools were used: mean, standard deviation, paired sample ttest. Based on findings, there no significant difference pretest scores controls implementation terms comprehension. implies that grouping matches is homogeneity performance. On hand, treatment, progress regarding results positive effect Moreover, it use program more effective than teacher-led approach, which utilized group. Likewise, utilization EARES, as provides explicit instruction metacognitive strategy within mixed-ability cooperative learning group, useful tool resulting improvement