International Journal For Multidisciplinary Research

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Using Project STaRR (Strategies in Teaching as Reading Remediation) to Enhance the Reading Skills of Grade 11 Students with Reading Difficulties: A Quasi-Experimental Study

Author(s) Ms. Gelito I. Serato, Dr. Melody M. Idul
Country Philippines
Abstract This study investigates the effectiveness of Project STaRR (Strategies in Teaching as Reading Remediation) in improving the reading skills of Grade 11 students at Monkayo National High School. The research aims to determine the impact of the intervention on students' word recognition, fluency, and comprehension skills. Using a quasi-experimental design, 33 Grade 11 students identified as struggling readers were divided into experimental and control groups. The experimental group underwent the Project STaRR intervention, while the control group followed traditional reading activities. Pretest and posttest scores were obtained using the Philippine Informal Reading Inventory (Phil-IRI) to assess students' reading proficiency. Statistical treatment involved paired t-tests to compare pretest and posttest scores within groups and an independent t-test to analyze differences between groups. Results revealed significant improvements in the experimental group's reading proficiency compared to the control group, with the posttest scores demonstrating statistically significant gains (p < 0.05). The findings indicate that Project STaRR is a highly effective intervention for addressing reading difficulties and enhancing literacy skills among senior high school students. These results underscore the importance of evidence-based strategies in fostering student reading development and academic success.
Keywords Education Research, Reading Intervention Strategies, Student Literacy Improvement, Educational Program Assessment, English Language Teaching, Project STaRR, Reading Difficulties, Grade 11 Students, Philippines
Field Sociology > Education
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-08-10
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.52799
Short DOI https://doi.org/g9w5d7
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