Level Of Reading Skills Research Articles

Socio-Cultural Approach through Digital Teaching Modules: A Solution to Improve Beginning Reading Skills in Elementary Schools

The low level of early reading skills among primary school students in Indonesia is one of the significant challenges in education. International evaluations such as PISA show that Indonesian students' basic literacy skills are still below average, affecting their overall academic development. One of the contributing factors to these low results is learning that is less relevant to students' socio-cultural context. Therefore, this study aims to investigate the effect of a socio-cultural-based digital teaching module on primary school students' beginning reading skills. This study used a quasi-experimental design with a sample of 200 grade 1 students divided into experimental and control groups. The experimental group learned using socio-cultural-based digital teaching modules, while the control group applied conventional learning methods. The instrument used was a beginning reading test with 20 questions that measured the ability to recognize letter symbols, distinguish words based on the same initial letter or syllable, and compose syllables into words. Independent Sample T-Test analyzing an independent sample, ensuring that the ty and homogeneity tests were met. The results revealed significant differences between the experimental and control groups, with the experimental group showing more significant improvement in all indicators of beginning reading ability. Further discussion showed that the socio-cultural-based approach in this module made learning more relevant, exciting and interactive for students, ultimately improving their reading comprehension and motivation. In addition, integrating digital technology in this module supports flexibility and continuity of learning, allowing students to learn according to their pace and needs. This research has important implications, namely the need for broader implementation of Socio-Cultural Based Digital Teaching Modules in primary schools to improve basic literacy. However, to ensure its successful implementation, adequate technological infrastructure support and teacher training are needed to optimize this digital-based learning in the classroom.

Effectiveness of the Basic Education Remediation Kits on Improving the Reading Skills of Novice Readers

Remediation is crucial for strengthening students’ reading abilities, particularly for novice readers aged six to seven. Basic education practitioners must design intervention approaches that address reading and comprehension educational gaps. In response, this paper analyzed the effectiveness of the Basic Education Remediation Kits (BERKs) in improving the reading skills of struggling novice readers by revealing their reading skill level and revealing significant differences in the pre-test and post-test mean scores. The study employed a Quasi-experimental methodology with One-Group Pre-Test Post-Test Design and used purposive sampling as the sampling technique. The pre-/post-test consisted of two parts: 1) letter sounds and syllables and 2) short story with comprehension questions. The data was analyzed using descriptive statistics and paired samples t-tests to determine significant differences between the assessment results and the effectiveness of the remediation kit used. Findings revealed an increase in the students’ mean scores following kit implementation. The paired samples t-test confirmed a statistically significant difference between pretest and post-test scores, further affirming its effectiveness. The kit assists novice readers, particularly those in the early stages of literacy; nevertheless, its effectiveness varies according to reading level; thus, the use of a single teaching strategy may not be equally beneficial to all students. The long-term impact of the remediation kit may be evaluated considering aspects such as intervention duration, teaching pedagogy, and demographics. A group of participants with the same reading level may be used to further assess its efficacy.

English language teacher educators’ knowledge and skills on early grade reading instruction

This study investigated English language teacher educators' knowledge and skills on early grade reading instruction. It employed a quantitative design, particularly the descriptive comparative one, utilizing cluster random sampling method to include all (N = 43) English language teacher educators from three teacher education colleges (15 from Arba Minch, 11 from Hosana and 17 from Hawassa) in Ethiopia. The study used test and years of teaching experience as instruments to collect data. It employed descriptive statistics and One sample t-test to identify level of knowledge and skills English language teacher educators had on early grade reading, Multiple regression and Beta weights to determine the combined and relative contributions of domains of the early grade reading for English language teacher educators' knowledge and skills while Spearman's rho Correlation to examine the relationship between English language teacher educators' years of teaching experience and their knowledge and skills test score. Findings revealed that majority of English language teacher educators were at low level of knowledge and skills; they scored the skills test better than the knowledge one. Moreover, English language teacher educators in the current study had significantly low’ level of early grade reading knowledge and skills compared to participants' early grade reading knowledge and skills in the hypothesized population, indicating that there are substantial differences on early grade reading knowledge and skills between the two groups. Although early grade reading domains together significantly contributed to English language teacher educators' level of content knowledge and skills, phonemic was the most while morphology was the least contributor. However, English language teacher educators' years of teaching experience did not show any significant correlation with their early grade reading knowledge and skills. The study concluded that English language teacher educators might not fully equip the preservice English language teachers with the content knowledge and skills to teach the early grade reading.

Effectiveness of PBL Learning Model with Letter Card Interactive Media Approach in Improving Reading Skills of Grade II Learners in Elementary School

Elementary schools still have many problems, such as the need for more effectiveness in using models and media to improve reading skills. This study aims to determine the efficacy of a problem-based learning model with a letter card interactive media approach in enhancing the reading skills of grade II students. Type of research: Pre-experiment with a quantitative approach. The research design is One Group Pretest-Postest. The population of this study was all grade II students; 28 students of class II A were selected using the nonprobability sampling technique, a purposive sampling approach. Pre-tests and post-tests were given to determine the level of reading skills. The data collected was processed by paired sample t-test and effect size because the data was expected. This study concludes that using a problem-based learning model with a letter card interactive media approach is practical enough to improve reading skills in grade II. The sig value. 0.000 <0.05 indicates a difference before and after treatment, and the effect size test result is 0.298 with a reasonably effective category. Therefore, it is stated that the initial hypothesis is rejected, and the alternative hypothesis is accepted.Keywords: Problem Based Learning, Letter Card, Reading Skills

Improving the Reading Skills of Grade 5 Struggling Readers Through the Use of Interactive Learning Resources

Notably, the use of technology in teaching and reading instruction was found to have various effects on learners' attitudes towards engagement with the text and meaning-making. As a result, online sources as authentic materials can be an ideal resource for reading instruction. Given the context in which instruction is carried out in the new normal and the kind of intervention needed for the different learner groups where their reading skills is concerned, learning resources in interactive formats are optimized for maximum results. Specifically, the use of interactive learning resources such as the digital learning objects has become a valuable for teachers with regards to reading instruction. Its use in the different phases of instruction proved to be a valuable tool in addressing the reading difficulties of the elementary learners. Using the content-validated test as research instruments, results of the study showed how the Grade 5 struggling readers of Baquioen Elementary School benefitted from the use of interactive learning resources in reading instruction during the school year 2021-2022. Moreover, the results of the study reveal that there was significant difference in the levels of reading skills of the Grade 5 struggling readers after they were taught in English using digital learning objects. Thus, teachers are recommended to scaffold the reading instruction with the use of tools that target the best ways in which the students learn best.

Do Mathematics and Reading Skills Impact Student Science Outcomes?

Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and included 294 students from 18 second-grade classrooms. Differential effects of the program by initial mathematics and reading skill levels were not observed for an interactive science assessment and a distal science outcome measure. However, based on initial reading skill levels, moderation results were found on a science vocabulary measure, suggesting the effects of Sci2 were greatest for students with higher initial reading skills. Similar results were found using initial mathematics skill levels as a predictor of differential response such that students with higher mathematics skills reaped stronger treatment effects on the vocabulary measure. Further, we found initial mathematics skills also influenced outcomes on the proximal science content assessment, where students with higher initial mathematics skills led to higher outcomes. Overall, findings suggest Sci2 produced robust effects for all students (g = 0.24-1.23), regardless of initial skill proficiencies. Implications for exploring differential response in science intervention research are discussed.

The Role of Al-Quran Literacy in Deepening Understanding of Islamic Religious Education

This research focuses on the role of Al-Qur’an literacy in deepening students’ understanding of Islamic Religious Education and developing their moral and ethical character. This research explores how Al-Qur’an literacy functions as a reading skill and a tool for developing critical, reflective thinking and a holistic understanding of Islamic teachings. This research uses qualitative methods, including interviews, observation, and documentation techniques, to explore Al-Qur’an literacy experiences, perceptions, and practices at Middle School. The research results show that Al-Qur’an literacy significantly impacts understanding Islamic Religious Education material and developing students’ character. However, this research also identified challenges in implementation, such as a need for more time allocation in the curriculum and variations in reading skill levels among students. The implications of this research emphasize the need for adaptive learning strategies and additional support to increase the effectiveness of Al-Qur’an literacy in religious education.

Improving The Levels of Reading Skills Of Grade 1 Learners Through Story-telling Via Phone Calling

The study aimed to assess the effectiveness of storytelling via phone calling strategy to improve the levels of reading skills of Grade 1 pupils at San Miguel Elementary School, Schools Division of Zambales during the School Year 2022-2023. Further delimitation included the following: (1) levels of reading skills based on pre-test and post-test results of reading inventory; and (2) significant difference in the reading levels of the learners in pre-test and post-test result of reading inventory. This research undertaking used the One-Group Pre-Test and Post-Test Experimental Design where a single group was measured or observed before and after the intervention program. After careful evaluation of parental consent and the willingness of the students to undergo intervention program, the researcher purposively selected twenty-eight students under “frustration reading level”. The study used a two-tailed Wilcoxon Signed Ranks Test with an alpha level of 0.05. It means that there is a significant difference between learners’ reading levels in pre-reading and post-reading inventory indicating a positive effect of the intervention used to the learners in the “frustration reading level”. The marked increase of the performance of the Grade 1 pupils in the pre-test and post-test can be concluded that the intervention used came to play as factor. With that, storytelling via phone calling is effective and responsive as one of the strategies to use in reading. One of the recommendations is Storytelling via phone calling reading strategy could be used by other teachers also to improve the levels of reading skills of their learners as well, especially amidst pandemic where there is no face-to-face interaction between students and teachers.

Pathways to early science literacy: investigating the different role of language and reading skills in science literacy among early primary school children

ABSTRACT The initiation of formal science education provides an opportunity to investigate how age-related language and reading skills respond to the challenge of science literacy (SL) performance. SL in early primary schools refers to the understanding and application of scientific core ideas and practices for informed decision-making. Studies revealed that high levels of singular reading or language skills correlate with better SL performance in school settings. However, it is essential to explore how nuanced words and textual reading skills relate to SL performance for early primary learners. One hundred ninety-three Hong Kong second graders were assessed on word reading, reading comprehension, vocabulary, nonverbal reasoning, and SL. The hierarchical regression model shows that word reading and reading comprehension are significant predictors of SL, controlling for nonverbal reasoning and vocabulary. Further, mediation analysis reveals that reading comprehension significantly mediates the effect of word reading on SL at grade 2, suggesting a shared reading-SL cognitive process. A tailored early elementary school literacy instruction is a promising way to enhance SL development among young learners.

Early Language Reading Interventions and Reading Skills of Elementary Grade One Pupils in Zambales, Philippines

Learning to read and write is crucial in child’s development during entering formal schooling in grade one. These skills are identified to as language and literacy skills. It also predicts the child’s success later in school as well as in life. Reading and writing were both encompassed in early language literacy which are the foundation skills of a child and it develops as the child grows. This study aimed to determine the effects of the reading intervention strategies used by grade one teachers on the reading performance of grade one pupils in terms of word recognition, reading speed and reading comprehension. The participants in this study were the 23 grade one teachers coming from the 11 schools of the San Antonio District. Findings of the study came up with the following conclusions: Typical teachers of Grade I in San Antonio always use reading intervention strategies in terms of oral language, alphabet knowledge and word recognition, and often use strategies for phonological awareness, fluency and comprehension. The teachers used various activities exclusively for word recognition, fluency and reading comprehension. The learners have a high level of word recognition skills, are fast readers and with an instructional level of comprehension. A positive linear relationship exists between the reading intervention strategies and the learners' level of reading skills. After the investigation on the relationship between the reading intervention strategies and learner’s reading skills, the researcher recommends the following actions.

Effect of Personality and Learning Motivation on Students’ English Reading Skills

The study aims to explore the influence of personality and learning motivation on students' English reading skills. Individual personality can play an important role in the learning process, while learning motivation is a key factor that affects student skill levels. The study involved the participation of students from a variety of backgrounds, using quantitative methods to collect data through questionnaires and experiments using 2x2 design factorials. Students with more open personalities tend to show improvements in their reading skills. Moreover, learning motivation also has a significant impact on reading skills, with students with high motivation tending to have better reading skill levels. The population in this study was class XI of SMAN 1 Bojonegara with samples selected by random sampling which amounted to 68 students. The instruments used were test and questionnaire with the form of 20 multiple choice questions and 30 questionnaire. For data collection techniques in this study using test and questionnaire. The results showed a significant effect between student personality and learning motviation on students reading skill. The F0 value is 5.072 and Sig. is 0.028 < 0.05. Thus, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. That is, there is an interaction between student personality and learning motivation on students reading skill

Can Artificial Intelligence Improve the Readability of Patient Education Materials on Aortic Stenosis? A Pilot Study.

The advent of generative artificial intelligence (AI) dialogue platforms and large language models (LLMs) may help facilitate ongoing efforts to improve health literacy. Additionally, recent studies have highlighted inadequate health literacy among patients with cardiac disease. The aim of the present study was to ascertain whether two freely available generative AI dialogue platforms could rewrite online aortic stenosis (AS) patient education materials (PEMs) to meet recommended reading skill levels for the public. Online PEMs were gathered from a professional cardiothoracic surgical society and academic institutions in the USA. PEMs were then inputted into two AI-powered LLMs, ChatGPT-3.5 and Bard, with the prompt "translate to 5th-grade reading level". Readability of PEMs before and after AI conversion was measured using the validated Flesch Reading Ease (FRE), Flesch-Kincaid Grade Level (FKGL), Simple Measure of Gobbledygook Index (SMOGI), and Gunning-Fog Index (GFI) scores. Overall, 21 PEMs on AS were gathered. Original readability measures indicated difficult readability at the 10th-12th grade reading level. ChatGPT-3.5 successfully improved readability across all four measures (p < 0.001) to the approximately 6th-7th grade reading level. Bard successfully improved readability across all measures (p < 0.001) except for SMOGI (p = 0.729) to the approximately 8th-9th grade level. Neither platform generated PEMs written below the recommended 6th-grade reading level. ChatGPT-3.5 demonstrated significantly more favorable post-conversion readability scores, percentage change in readability scores, and conversion time compared to Bard (all p < 0.001). AI dialogue platforms can enhance the readability of PEMs for patients with AS but may not fully meet recommended reading skill levels, highlighting potential tools to help strengthen cardiac health literacy in the future.

Teacher Strategy to Help Second Grade Students with Early Reading Difficulties

Reading difficulties are a common problem faced by early grade elementary school students who have learning difficulties. Students' reading difficulties will have an impact on low student learning outcomes and will have an impact on students' acquisition of knowledge at the next level. The aims of this study is to analyze teacher’s strategy to overcome students early reading difficulties. This research is a descriptive qualitative research. The subjects of this study were 1 school principal, 2 teachers, and 16 grade II elementary school students. Data collection techniques using interview techniques, observation, and documentation. Data analysis was carried out by reducing data, presenting data and drawing conclusions. The results of this study are the strategies used by teachers comprises of differentiated instructions, assessments to determine the next suited treatment based on students’ needs, and the use of learning media based on students’ level of reading skill. It can be concluded that the teachers as someone who is responsible for their students must be aware of their needs and best suited strategies that met students’ needs.

IMPLEMENTATION OF THE TEACHING 6 CAMPUS PROGRAM IN AN EFFORT TO INCREASE LITERACY AND NUMERATION OF STUDENTS OF PRIMARY SCHOOL N SIRNA JAYA 04 BOGOR DISTRICT

The aim of this campus teaching initiative is to improve the reading and numeracy skills of elementary education students. The results of the pretest show that the level of reading and numeracy skills of children at SD N Sinar Jaya 04, Bogor Regency, where they have been taught for six generations, is relatively low. The Sixth Generation Teaching Campus Program was implemented as an effort to overcome this problem. Using qualitative methodology and a case study focus, the researcher provides comprehensive knowledge about the implementation of the program in the classroom. The research subjects were class VI students at SD N Sinar Jaya 04, Bogor Regency, together with the instructor and principal. Information is collected through observation, interviews. Before and after program implementation, the success of the data obtained was assessed using qualitative analysis. These results indicate that extensive contact with students improves students' reading and comprehension skills. The average student score on test questions has increased, according to numeracy evaluation data. This includes things like parental support, creative teaching strategies such as project-based learning and technology integration, and the active participation of principals and teachers. The improvement of secondary school education has been positively impacted by this initiative. The Sixth Generation Campus Teaching Program at SD N Sinar Jaya 04 Bogor Regency has proven to be effective in improving students' literacy and numeracy skills. Parental support, creative teaching strategies, and teacher involvement all play a role in the success of this program. Learning strategy development will benefit from the above results. The implementation of this program is a useful example for overcoming difficult obstacles in the field of education.

Reading Interest and Proficiency of Grade 7 Learners

This descriptive-correlational study aimed to assess the reading interest and proficiency of 170 randomly selected Grade 7 learners. It utilized two sets of research instruments—the Learner’s Reading Interest Survey (RIS) and the Philippine Informal Reading Inventory (PHIL-IRI). Specifically, a self-made questionnaire was used to assess the respondents’ reading interest, while the PHIL-IRI assessment tool was employed to gauge their reading proficiency. Statistical tools such as percentage, weighted mean, Linear Regression Analysis, and Multiple Linear Regression Analysis were used to analyze the data. The results indicated that the majority of learners have a favorable attitude toward reading, with a preference for social media platforms as their primary reading resource. Overall, the learners’ reading proficiency, in terms of word reading score and comprehension score, is at the “frustration” level. The data further revealed that the frequency of (a) reading fiction and books, (b) utilizing online learning tools like social media posts, and (c) watching social media platforms like Facebook, Twitter, Instagram, and TikTok is positively and significantly related to the learners’ reading proficiency in terms of reading score. Conversely, the frequency of (a) reading magazines and (b) watching TV programs like Food Network Asia is negatively and significantly related to the learners’ reading proficiency in terms of reading score. In conclusion, this inquiry sheds light on the complex relationship between students' reading preferences and their proficiency levels. While there is a prevalent inclination towards reading among learners, a noteworthy segment demonstrates restrained enthusiasm, primarily due to time constraints. Therefore, addressing obstacles such as limited time and harnessing digital tools are essential for devising effective approaches to improve reading engagement and skill levels.

How do Eye Movements and Visual Attention in Letter-Finding Tasks Differ in Children with Different Levels of Reading Skills?

Children with different levels of reading proficiency demonstrate different information processing speed, reading accuracy and cognitive strategies. The study presents the results of analyses of eye movement features when performing letter search tasks in lexical and sub-lexical environments. The task of searching for a particular grapheme by the respondents is approximated to real-life conditions, since in the course of language learning students regularly face the tasks of searching for certain orthograms in educational texts or self-checking tasks (i.e., errors in their own texts), which is especially important for children with dysorphographia, regulatory dysgraphia, and other learning difficulties. Forty-nine children aged 9 to 10 years participated in the study. Reading skills were assessed using the Standardized Assessment of Reading Skills (SARS). Nonverbal intelligence was assessed by using Raven’s coloured progressive matrices. Participants performed a letter search task in text and letter list, eye movements were recorded using the EyeLink 1000 Plus eye tracker. Rank correlation analyses showed that the level of reading skill development was related to the efficiency of finding specific items in a given context. In addition, the duration and number of gaze fixations on the searched units in the letter list were not always related to the number of correct answers, indicating a complex process of visual attention during the search task. In addition, it was observed that foveal vision was not always necessary for performing search tasks in children with normally developed reading skill levels. The study also investigated the concept of functional visual field and how the surroundings of the items being searched affect the attentional mechanisms involved in visual search. Overall, this study provides evidence on the relationship between reading skills, attention and visual information processing, which contributes to understanding reading strategies in children with dyslexia and creating new methods for screening children with dyslexia in the future.

Peningkatan Kemampuan Bahasa Siswa Melalui Kegiatan Membaca Permulaan Dengan Menggunakan Kartu Bergambar di Kelompok B TK Santa Thersesia I Pangkalpinang

The low level of early reading skills is the background of why this research was conducted, so this study aims to improve early reading skills through the letter card game method in group B of Theresia I Pangkalpinang Kindergarten. This study used the subject of group B students of Theresia I Kindergarten totaling 18 people. The object of research focuses on improving the ability to read beginning through the method of playing letter cards. The data collection method used checklist observation, interviews and documentation. The results showed that there was an increase in early reading skills by 22.2% at the end of cycle I and at the end of cycle II an increase of 49.9%. This improvement in early reading skills can be seen from students being able to read pictures, being able to point and point to the letter symbols requested, being able to read simple words and sound the letters in the word, being able to connect pictures with words, being able to arrange letters into meaningful words and, being able to group vowels and consonants. The implementation steps used to improve students' beginning reading skills are by using group competition games, the teacher provides an explanation of the alphabet, and giving verbal awards and applause to the winning group. Keywords: Language skills, beginning reading, letter card game method

Developmental leisure reading profiles and their association with reading skills across Grades 1–9

This study examined the developmental profiles of different leisure reading habits and their association with reading fluency and comprehension in 2525 Finnish students from Grade 1 to 9. Four profiles were identified based on the reading frequency of different materials: Comics readers, Online readers, Book readers and Non-readers. Profile differences in leisure reading emerged early, although leisure reading levels changed. Boys were over-represented in the Comics readers and Non-readers, while girls were over-represented in the Online readers and Book readers. Book readers showed the highest level of reading skills, though Comics readers were also above-average readers. Among Online readers, girls had above average skills in reading while boys had below-average skills. Non-readers, especially boys, had the poorest reading skills. The study highlights the emergence of early onset individual differences in leisure reading habits and an association between different kinds of active leisure reading and reading development across grades. The educational relevance and implications statementLeisure reading is important as it can contribute to the evolution of a positive or negative cycle of reading development. Our study aimed to identify different leisure reading habits and their development and how these habits connect to reading skills. Our study revealed that there are different leisure reading profiles and that differences in these profiles emerge early. Our results indicate that although active book reading is associated with the best reading skills, other kinds of active reading also connect to above-average reading skills. Passivity in leisure reading is related to the poorest skills in reading.On the basis of these results, besides book reading, the reading of lighter materials like magazines, newspapers and comics, deserves to be encouraged. This kind of reading is connected to above-average skills and is popular especially among boys, who are at higher risk of ending up as passive leisure readers. Additionally, it might be important to target the reading motivation actions of children before they reach primary school age in the home and kindergarten settings to enhance the adoption of beneficial leisure reading habits before these are established.

The Effects of Using Task-Based Activities to Teach Reading Comprehension via Online Classes

Task-based activities aids the fluency and self-assurance in learning a foreign or second language. This strategy emphasizes giving students practical assignments they must finish in order to learn. In order to increase their overall language ability, students are required to focus on specific language abilities. Researchers and teachers of second and foreign languages have discovered that TBLT can be a helpful teaching and learning method. Investigating how task-based reading instruction affects EFL students' reading proficiency in Kurdistan Region of Iraq schools was the motivation behind carrying out this research. (92) Advanced Kurdish English language learners were the subjects of the study and were randomly allocated to 2 sets: the experimental set and the control set. While the control group engaged in more conventional exercises to hone their reading skills, the experimental group engaged in task-based teaching techniques. In order to gather pre-test and post-test data from students who completed two paper-based IELTS reading test , the researcher created a reading test. Social Research Statistical Package was used to examine the data and determine each student's unique skills and talents. The current study procedure made use of statistic tools, T-test and variation analysis was employed to examine the obtained data. After one month of vocabulary education (February 2023) in which the lessons were delivered for three hours per day, six days per week, the reading test was given. While the experimental group received instruction that relied on pampering the learners with reading comprehension strategies, the control set simply received conventional direction. The analysis of data showed that, at every single level of the Subsequent testing reading skills, there was a considerable variance between the mean scores of the 2 sets, favoring the experimental set. The researcher makes several recommendations in light of those findings that are intended to be useful for ELT, supervisors, and syllabus designers.

Play-Based Learning: A Strategy to Increase the Reading Skills of Grade 4 Learners

Play-Based Learning (PBL) is a teaching-learning strategy that incorporates and integrates play into the educative process to enhance learning practice, environment, and learning outcome. This study sought to determine the effectiveness of using PBL to improve the reading skills of grade 4 learners of Liliongan Elementary School for the school year 2022-2023. Specifically it answered the level of reading skills of the 2 groups of the grade 4 learners and the significant difference in their reading skills. There were 48 participants who were selected through simple random sampling in which 24 were identified for the control group (non-PBL) and 24 for experimental groups (PBL) which was identified through tossed-coin. The study utilized a pretest posttest quasi-experimental research design. A 50-item reading test was used to capture the learners' performance in terms of their reading skills which was interpreted using the Phil-IRI tool which undergone content validation and reliability with a Cronbach’s Alpha of 0.823. The instruments also underwent quality assurance. The intervention floated for 45 minutes daily for five days and lasted eight weeks. Data was treated using frequency, percentage, mean, standard deviation and analysis of covariance. Results showed that the two groups improved in their reading skills with an independent reading level. However, there was a significant difference between the reading skills of the two groups in favor of the PBL group.