Asian Journal of Education and Social Studies

Reading difficulties among early-grade learners remain a persistent challenge in Philippine basic education, affecting academic achievement and learner confidence. This study investigated the effectiveness of the BEAR (Be Excited About Reading) intervention program in improving the reading skills of struggling readers at Maragat Elementary School. Using a quasi-experimental pretest–posttest control group design, 17 learners from Grades 1 to 3 were divided into an experimental group (n = 9) and a control group (n = 8). The experimental group underwent the 8-week BEAR intervention, which integrates phonics, guided reading, and motivational activities, while the control group continued with the regular reading instruction. The Comprehensive Rapid Literacy Assessment (CRLA) was used to measure reading performance. Descriptive statistics and paired samples t-tests were employed to analyze the data at a 0.05 level of significance. Results showed that both groups initially exhibited low reading proficiency; however, the experimental group demonstrated greater improvement after the intervention, advancing to higher reading levels compared to the control group. Statistical findings revealed significant gains in both groups, with the experimental group achieving higher mean improvement (M = 11.11, p = 0.0002) than the control group (M = 6.38, p = 0.0006). These findings indicate that the BEAR program is an effective intervention for enhancing decoding, fluency, and comprehension skills among struggling readers. The study concludes that the structured, engaging, and learner-centered literacy programs like BEAR can significantly improve reading outcomes in early education. It is recommended that teachers and school administrators consider integrating the BEAR program into existing reading intervention efforts to support struggling learners and promote a culture of reading.