International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Reading Comprehension among Junior High School Students through WERPA

Author(s) Rubie Jane Baliwan Bebero, Prof. Dr. Nelson Pastrana Pastolero
Country Philippines
Abstract This study evaluated the effectiveness of We Enhance Reading Program Advocacy (WERPA), a school-wide reading intervention program implemented at Badas National High School (BNHS) to address reading challenges among Junior High School (JHS) students. This employed Quasi-experimental research which used data from the Philippine Informal Reading Inventory (Phil-IRI) pretests. The study identified 209 students at the Frustration Level in reading, with Grade 7 having the highest concentration. Wilcoxon Signed-Rank Test results revealed a statistically significant improvement in both reading comprehension and word recognition post-intervention, with substantial effect sizes (r = -0.977 for comprehension; r = -0.687 for word recognition). The most pronounced gains were observed among Grade 7 students, highlighting the benefit of early intervention. Although there is no significant correlation between reading level and students’ study habits, a remarkable relationship emerged between reading comprehension and elementary school background, signifying the impact of early educational experiences on the learner’s reading proficiency. These findings supported the effectiveness of WERPA in improving reading ability, especially among lower grade levels, and underscored the importance of structured, teacher-led interventions and continuity of literacy instruction from basic through secondary education.
Keywords BNHS, comprehension, frustration level, Phil-IRI, reading intervention, reading level, WERPA
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-03
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.77108
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