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Published in
Academic Frontiers
Enhancing the Word Recognition Skills of Grade 5 Struggling Readers Using Project ABAKA
Academic Frontiers, 2(5), 136-141, ISSN: 3082-4400, 2026.
Recommended Citation:
Bacay, M. C. (2026). Enhancing the Word Recognition Skills of Grade 5 Struggling Readers Using Project ABAKA. Academic Frontiers, 2(5), 136–141. https://doi.org/10.5281/zenodo.20328147
Author(s)
Bacay, Meryanne C.
Abstract
This study aimed to determine the effectiveness of Project ABAKA: Aral Basa with Kapareha, a paired reading intervention, in improving the word recognition skills of Grade 5 struggling readers at Sablig Elementary School. Addressing the persistent reading crisis among Filipino learners, the research sought to evaluate the level of word recognition skills before and after the intervention and to determine whether there was a significant difference between pre- and post-intervention performances. Using a descriptive-experimental method, 23 identified struggling readers were paired with independent readers for regular supervised sessions. Pretest and posttest scores based on the Phil-IRI tool were analyzed using a t-test. Results revealed a significant improvement, with mean scores rising from 81.35 (Average) to 90.17 (Good), and a p-value of 0.000967 (<0.05) indicating a significant difference, thereby rejecting the null hypothesis. The study concludes that the Project ABAKA paired reading strategy effectively enhanced word recognition skills. It is recommended that this intervention be implemented in broader educational settings, disseminated at division levels, and incorporated into literacy-focused seminars to strengthen reading proficiency among Filipino learners.
Keywords
Paired Reading, Phil-IRI, Project ABAKA, Struggling Readers, t-test Analysis, Word Recognition
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