The most recurring problem in school is the presence of non-readers. The department and the teachers are trying to solve the problem by giving remediation to struggling readers. This research was designed by the researchers to make a beginning reading materials for Grade 1 pupils in Filipino. It is a back-to-the-basic method of reading where pupils need to learn the letter sound knowledge, initial sound identification, syllable reading, sentence reading, reading comprehension, listening comprehension and dictation. This research used the intervention Project RLEN Reading Assessment Tool in testing the pupils background in reading. It was given to identified 40 Grade One pupils of San Isidro Central School in Capiñahan, San Isidro, Leyte who had an emerging result in CRLA (Comprehensive Rapid Literacy Assessment). It was administered as pre and posttest. The significant difference of the result was determined through T-test, and a questionnaire was used to determine pupils’ responses on whether they like the Project or not using the Likert Scale. The results showed that Project RLEN had a high effect because of its significant increase of pupils’ performance in the areas of letter sound knowledge 25%, initial sound identification 25%, syllable reading 27.5%, word reading 55%, sentence reading 67.5%, reading comprehension 40%, listening comprehension 15% and dictation 40%. The significant difference of the pupils’ reading performance after exposure to the intervention was 3.61. The pupils who liked the intervention best was 77.5%.The intervention Project RLEN was proven to be good and effective reading material for beginning reading for Grade one pupils in Filipino.
Cruz et al. (2026) studied this question.