Assessment of Project SARA (Strengthening and Advocating Reading for All) as a Multi-Phase Reading Remediation Program

Abstract

This study assessed the effectiveness of Project SARA (Strengthening and Advocating Reading for All), a multi-phase reading remediation program implemented at Sara Central Elementary School in Sara, Iloilo, during School Year 2024–2025. Conceptually, the program viewed reading development as a progressive and supported process involving meaningful interaction among learners, texts, teachers, and the home environment. The study employed a descriptive quantitative design and purposively selected 118 Grades 4 to 6 learners identified at the frustration reading level from a total enrolment of 444. The DOLCH Basic Sight Words assessment, supported by oral reading rubrics, was administered before and after the intervention. Frequency counts and comparative analysis were used to determine changes in learners’ reading performance. Results showed that the number of learners requiring remediation decreased from 118, or 26.57% of the total enrolment, to 28, or 6.31%, after the intervention. All 17 Grade 6 participants reached the passing level, while remediation needs declined from 44 to six learners in Grade 5 and from 57 to 22 learners in Grade 4. Teachers also observed improvements in decoding, sight-word recognition, fluency, comprehension, confidence, motivation, and participation. However, irregular attendance and limited home reading support remained barriers to sustained progress. The study concludes that Project SARA effectively improved foundational reading competencies through progressive instruction, differentiated activities, continuous assessment, and teacher guidance. Sustaining regular remediation sessions, strengthening parental involvement, expanding instructional resources, providing teacher training, and considering program replication are recommended. The study supports SDG 4—Quality Education and SDG 17—Partnerships for the Goals by promoting inclusive literacy support and school–home collaboration. It contributes to educational, community, and institutional sustainability by supporting responsive and evidence-based literacy programs.