Abstract
This study evaluates the effectiveness of two reading intervention programs, PROJECT B.E.A.R and ARANGKADA PAGBASA, implemented in Claver National High School over two academic years (2022-2024). The Philippine Informal Reading Inventory (Phil-IRI) pretest initially identified many students as struggling readers. Post-intervention results indicated a marked improvement in reading skills, demonstrating the effectiveness of both programs. The study highlights the importance of collaborative efforts involving teachers, parents, and the local government unit (L.G.U.) in addressing reading difficulties. Comparative analysis of both programs offers insights into effective strategies for enhancing literacy among high school students.
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