OPTIMIZING THE READING SKILLS OF LEARNERS IN SAN IGNACIO ELEMENTARY SCHOOL THROUGH PROJECT SMILE (Striving for Modernized and Interactive Learners Reading Proficiency Enhancer)
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: This study, completed in 2026, evaluated the effectiveness of Project SMILE (Striving for Modernized and Interactive Learners’ Reading Proficiency Enhancer) in optimizing the reading skills of Grade 2 learners at San Ignacio Elementary School. Using a quantitative descriptive design with a pretest and posttest approach, the study involved 50 learners enrolled during School Years 2023–2024 and 2024–2025. Learners’ reading profiles were measured through the Comprehensive Rapid Literacy Assessment, while a survey questionnaire assessed the perceived effectiveness of the intervention. Frequency, percentage, weighted mean, McNemar–Bowker chi-square, and Pearson chi-square tests were used to analyze the data. Project SMILE provided contextualized, differentiated, technology-assisted, and interactive activities, including guided reading, vocabulary and sight-word exercises, literacy games, digital presentations, printed materials, and parent-teacher support. Findings showed substantial improvements in learners’ reading profiles. In School Year 2023–2024, 68% of the learners reached the At Grade Level category after the intervention, while 72% attained the At Grade Ready level in School Year 2024–2025. However, the pretest-posttest difference was not statistically significant in 2023–2024 (p = .125) but was significant in 2024–2025 (p = .024). Respondents perceived Project SMILE as effective in both school years, with overall means of 1.25 and 1.23, respectively. The relationship between perceived effectiveness and post-reading profile was significant in 2023–2024 (p = .001) but not in 2024–2025 (p = .143). Overall, the findings indicated that sustained, interactive, and learner-centered reading interventions supported improved reading proficiency, although statistical outcomes varied across implementation periods. These results support continued implementation, refinement, monitoring, and wider application of the school-based intervention.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7223677187