ABSTRACT
This action research aims to identify Grade V struggling readers (Slow, Very Slow, and Non-readers). In line with this, this study targets to enhance the reading proficiency of struggling Grade 5 learners at Padre Garcia Central School through the implementation of a QR2TEXT-Based Reading Intervention Program that integrates technology-driven and differentiated reading activities. The School Year 2025–2026 Pre-Oral Reading Assessment, results revealed that out of 169 learners, 85 or 50.29% were identified as struggling readers. Among these learners, 53 or 31.36% were classified as slow readers, while 32 or 18.93% were identified as very slow readers or non-readers. These findings underscored the urgent need for an effective and learner-centered reading intervention.
To address the varied reading levels, differentiated instructional materials were developed. Average-level reading materials were designed for slow readers, while novice-level materials were prepared for very slow readers and non-readers to ensure appropriate scaffolding and gradual skill development. The study evaluated the effectiveness of the QR Code-Based Reading Intervention Program in improving reading fluency, comprehension, and motivation. Data were collected through pre- and post-oral reading assessments, learner reading logs, and systematic teacher observations to provide reliable evidence of progress.
The use of accessible QR-linked reading materials promoted independent reading practice, sustained learner engagement, and positive reading habits. Technology integration also enabled flexible access to learning resources, allowing learners to practice reading both in school and at home. In conclusion, the QR Code-Based Reading Intervention Program proved to be an effective, technology-enhanced approach that fosters literacy development, motivates learners, and supports improved reading outcomes, contributing to the Department of Education’s Every Child a Reader Program (ECARP) and national literacy goals.
Padre Garcia Central School has a reading participant of 85 struggling readers from Grade five learners. Among them, 53 learners (23 males and 30 females) were identified as slow readers, while 32 learners (21 males and 11 females) were classified as very slow or non-readers. The involvement of learners in general during the reading activity was generally active and enthusiastic.
Research participants solely are the Grade five struggling readers of Padre Garcia Central School. A purposive sampling method was used in choosing the research participants. Results from the Pre-Oral Reading Assessment served as basis in selecting the research respondents.
The researcher informed the participants regarding the probing and how much they are involved in the study. With this consent, an interview was conducted based on the participants, availability and ease.
The study utilized various tools to gather data and monitor the implementation of the reading program. QR code usage logs were used to track the frequency and duration of learners’ access to digital reading materials. (Interviews and feedback forms were collected from both learners and teachers to obtain qualitative insights into the program’s effectiveness and overall impact. Documentation and progress journals were maintained by teachers to record notable progress, challenges, and observations throughout the intervention period. These combined data sources provided a comprehensive understanding of the learners’ engagement and the effectiveness of the reading activities.
The data gathered from the Oral Reading Assessments, QR code usage logs, interviews, and teacher observations will be analyzed using both quantitative and qualitative methods to determine the effectiveness of the QR Code-Based Reading Intervention Program. Quantitative data from pre- and post-assessment results will be compared to measure improvements in reading fluency, accuracy, and comprehension using frequency counts and percentage analysis. These results will be visually represented through tables and graphs to highlight learners’ progress across reading proficiency levels. Meanwhile, qualitative data from interviews, feedback forms, and teachers’ journals will undergo thematic analysis to identify patterns related to learners’ motivation, engagement, and attitudes toward reading.
see PDF attachment for more information