Abstract
This research examines the educational landscape in Barangay Pag-asa, Philippines, through the perspective of pre-service teachers involved in community immersion. Focused on oral vocabulary reading, word recognition, and reading comprehension in 5 to 11-year-old learners, the study employs qualitative methods and the Jennings Informal Reading Assessment for 32 participants. Most participants are aged 7 to 8, highlighting the need for tailored instruction. Findings reveal significant challenges in word recognition and comprehension, underlining the demand for targeted interventions. Collaboration with the community, ongoing evaluation, and resource allocation are vital for intervention success. In summary, this research advocates for a comprehensive approach to address literacy needs within the community, with pre-service teacher education as a key driver.
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