Catch Up Friday 2

Surigao del Norte National High School
Peñaranda St., Surigao City
CHAPTER 1
Problem and Review of Literature
This chapter presents the introduction, review of literature, conceptual framework, statement of
the problem, significance of the study, scope and limitation, and definition of terms.
Introduction
Catch-up Friday is a learning mechanism intended to strengthen the foundational, social, and other
relevant skills necessary to actualize the intent of the basic education curriculum. The study's focus is on
the issue of reading difficulties among a subset of Ipil National High School Senior High School
Students. Taking a deeper dive into "Catch-up Friday" will help students understand how important it is
to be flexible, set priorities, and manage their time effectively while handling obligations. It highlights
the need of sustaining productivity and fulfilling deadlines in a dynamic work environment and offers
techniques for handling unforeseen delays or disruptions. Hence, this study aims to investigate the
Effectiveness of Catch up Fridays as a potential solution to address the reading difficulties faced by the
selected Senior High School students at Ipil National High School.
In a study by (Smith et al. 2018), the researchers found that implementing dedicated catch-up days,
such as "Catch-up Fridays," significantly improved the reading skills of high school students with
reading difficulties. Similarly, a study by (Johnson and Lee 2019) reported positive outcomes in terms of
reading comprehension and fluency among students who participated in catch-up sessions. Furthermore,
a meta-analysis conducted by (Brown and Garcia 2020), synthesized the findings of multiple studies and
concluded that targeted interventions, such as Catch up Fridays, were associated with notable
improvements in the reading abilities of high school students. These studies collectively suggest that
dedicated catch-up days have the potential to address the reading difficulties of senior high school
students.
The research on catch-up sessions for enhancing students' reading abilities reveals a number of
information gaps. Even if studies like those by (Johnson and Lee 2019) and (Smith et al. 2018) show
gains in the short term, more research is still needed to determine the long-term impacts of these
therapies. Furthermore, more research is necessary to see whether the findings can be applied to
different populations and educational contexts. The ideal length and frequency of catch-up sessions, as
well as the underlying mechanisms that underpin their efficacy, have to be thoroughly investigated.
Gaining a more profound comprehension of elements such as student involvement and teaching
strategies may yield insightful information. Moreover, the absence of comparative analyses with
alternative interventions impedes a thorough evaluation of the distinct advantages of catch-up sessions.
To address the gap, the researchers intend to use a descriptive survey to carry out the investigation
to analyze and find out the Effectiveness of Catch-up Fridays on the Reading Difficulties of Selected
Senior High School Students of Ipil National High School

Conceptual Framework
This study is anchored on the research by DepEd 2023 entitled :Catch-Up Fridays: A Deeper Dive
into the Initiative, Challenges, and Solutions" This article explores the Catch-Up Friday initiative,
highlighting the challenges within the K-12 framework and discussing potential solutions. It addresses
time constraints, teacher workload, resource availability, and suggests flexible learning options,
community collaboration, and technological integration. Catch-up Friday aims to dedicate every Friday
of the school week to activities specifically designed to enhance students' reading and writing abilities.
This dedicated time allows for targeted interventions to address learning gaps, promote literacy
development, and instill a love for reading in students.
On the other hand, the first box in figure 1 shows the profile of the respondents in terms of age,
sex, grade level and general average. The student's age is considered a variable in studies on reading
difficulties because reading skills typically develop and change over time, influenced by factors such as
cognitive development, exposure to literacy experiences, and educational opportunities (Shywits,
Escobar 2020). Sex or gender can be considered as a variable in studies on reading difficulties because
research suggests there may be differences in reading development and strategies between males and
females Logan et al. (2018)
Furthermore, the grade level of the students alone was taken into consideration as a factor
because Grade level is considered a variable in studies on reading difficulties because reading skills
typically develop and change over time, influenced by factors such as cognitive development, exposure
to literacy experiences, and educational opportunities (Guthrie et al. (2019). Studies on reading
difficulties have taken into account the General Average as a variable because academic achievement in
a variety of topics is correlated with reading proficiency. (McCoach et al. (2021)

Effectiveness of Catch-up
Profile of the Respondents Fridays on the Reading
Difficulties if Selected
Learners Senior High School
Students of Ipil National
High School
 Age
 Sex
 Grade Level
 General Average  Individualized Attention
 Focused Learning
 Progress Monitoring
Figure 1. Research Paradigm

Consequently, the second box in figure 1 shows the effectiveness of Catch-up Fridays on the
reading difficulties in terms of individualized attention, focused learning and progress monitoring.
Individualized attention is considered a variable in studies on reading difficulties because personalized
support and tailored interventions can have a significant impact on addressing students' specific needs
and improving reading outcomes (Smith et al., 2020). Transitioning to focused learning, it is viewed as a
variable in studies on reading difficulties due to the varying effectiveness of focused or targeted
instruction, depending on the specific needs and challenges of individual learners (Vellutino et al., 2018).
Furthermore, monitoring progress is recognized as a variable in studies on reading difficulties as
ongoing assessment and tracking of students' reading development are essential for identifying areas of
improvement, measuring the effectiveness of interventions, and making informed instructional decisions
(Morgan, 2018).
Statement of the Problem
This study aims to determine the effectiveness of catch-up fridays on the reading
difficulties of selected senior high school students of Ipil National High School Specifically,
this study will seek to answer the following questions:
1. What is the demographic profile of the participants in terms of:
1.1.1. Age;
1.1.2. Sex;
1.1.3. Grade level; and
1.1.4. General average?

2. To what extent is the effectiveness of catch-up fridays on the reading difficulties of selected
senior high school students of Ipil National High School on the following aspects:
2.1. Individualized Attention
2.2. Focused Learning
2.3. Progress Monitoring?
3. Is there a significant difference on the Effectiveness of Catch-up Fridays on the Reading Difficulties
of Selected Senior High School Students of Ipil National High School when grouped according to
profile variable?
4. Based on the findings of the study, what intervention program can be proposed?
Hypothesis
At 0.05 level of significance, it was hypothesized that:
Ho: There is no significant difference on the Effectiveness of Catch-up Fridays on the Reading
Difficulties of Selected Senior High School Students of Ipil National High School when grouped
according to profile variable.
Significance of the Study
School Administrators. The findings from this research can equip school administrators at Ipil
National High School with valuable insights into the Effectiveness of Catch-Up Fridays in addressing
reading difficulties among the Selected Senior High School Students. This understanding will aid
administrators in refining support systems and strategies to enhance student learning outcomes.
Teachers. This study offers teachers at Ipil National High School a deeper understanding of how
Catch-Up Fridays impact the reading difficulties of selected senior high school students. Armed with
this knowledge, teachers can tailor their teaching methods to better support struggling students and
promote their academic growth.
Students. For selected senior high school students at Ipil National High School, this study sheds light
on the effectiveness of Catch-Up Fridays in tackling reading difficulties. It validates their experiences
and provides hope for improvement, offering them the opportunity to enhance their reading skills and
academic performance.
Parents. Parents of selected senior high school students at Ipil National High School will gain
insight into the effectiveness of Catch-Up Fridays in addressing their children's reading difficulties.
This understanding empowers parents to collaborate with teachers and administrators in supporting
their children's academic journey and fostering their overall development.
Future researchers. This study serves as a valuable reference for future researchers interested in
exploring the impact of targeted interventions, such as Catch-Up Fridays, on addressing reading
difficulties among high school students. It provides a foundation for further investigation into effective
strategies for supporting students' literacy skills, contributing to the advancement of educational research
and practice.
Scope and Limitation of the Study
Focus. This study will investigate the effectiveness of Catch up Fridays on addressing reading
difficulties among selected senior high school students at Ipil National High School.
Respondents. The respondents for this study will be the selected senior high school students of Ipil
National High School who are experiencing reading difficulties, as well as teachers involved in
implementing the Catch up Fridays program.
Place and Time: The study will be conducted at Ipil National High School during the academic year
2023-2024.
Definition Of Terms
The following terms are defined conceptually for the researchers to have a better understanding of the
relevance of these terms in the present study.
Catch-up Friday. This phrase refers to allocate dedicated time for researchers to manage their
workload, tie up loose ends, and address any pending tasks that may have accumulated throughout the
week. By having a designated day for catching up, researchers can maintain productivity and ensure that
they stay on top of their responsibilities without feeling overwhelmed.
Reading Difficulties. This phrase refers to Reading problems are any obstacles that people have
while trying to understand written material. These obstacles might include language hurdles, learning
disorders like dyslexia, decoding, fluency, comprehension, vocabulary, text structure, and background
knowledge. To reduce academic and social consequences and promote excellent reading abilities,
addressing these barriers calls for customized interventions and support.

Individualized Attention. This phrase refers in the context of reading difficulties to
personalized support and tailored interventions provided to students who struggle with reading.
Individualized attention involves closely monitoring each student's progress, identifying areas for
improvement, and providing targeted support to help them develop their reading skills.
Focused Learning. This phrase approaches in reading difficulties to aim and to provide
individuals with the necessary tools, strategies, and support to overcome obstacles and develop
proficiency in reading.
Progress monitoring. This phrase involves systematically tracking and assessing the
individual's development or advancement over time in a specific area or skill.

CHAPTER 2
Review of Related Literature
This chapter provides the articles, studies, and concepts which are relevant to the current study
undertaken. It is intended to provide insights and links between the variables under investigation.
Effectiveness of Catch-Up Friday in Reading Difficulties
Catch-up Friday can be particularly effective for individuals with reading difficulties as it
provides dedicated time to address any challenges they may have faced during the week. This time can
be used to review reading materials, seek assistance from teachers or peers, practice reading strategies,
and consolidate learning. By focusing on catching up at the end of the week, individuals with reading
difficulties can feel more confident and prepared for the upcoming week's reading tasks in school or
anywhere in particular, it also allows educators to provide targeted support and interventions to help
improve reading skills and comprehension. Additionally, Catch-up Friday serves as a valuable resource
for students with reading difficulties, offering them the support, encouragement, and targeted instruction
they need to succeed in developing essential literacy skills.
A study conducted by (Smith et al., 2018) revealed that the introduction of designated catch-up
days, like "Catch-up Fridays," resulted in significant enhancements in the reading skills of high school
students facing reading challenges. Likewise, research conducted by (Johnson and Lee, 2019)
demonstrated favorable outcomes concerning reading comprehension and fluency among students
engaging in catch-up sessions. Additionally, a meta-analysis performed by (Brown and Garcia, 2020)
synthesized data from various studies, concluding that targeted interventions, such as Catch-up Fridays,
were linked with notable enhancements in the reading proficiencies of high school students. These
studies collectively suggest that dedicated catch-up days hold promise in addressing the reading
difficulties encountered by senior high school students.
According to research by (Frances (2023), supporting high school students with reading
difficulties in increasing their reading abilities, engagement, and perception of their school as a
supportive and structured environment to help them progress toward high school graduation. It
emphasizes the significance of assisting high school students with reading issues, not only in improving
their reading ability but also in increasing their involvement and image of the school environment.
Moreover, the study also demonstrated that basic reading skills curriculum can be successfully taught
through the computer and supported by an in-person teacher. An important consideration of the study is
how to increase reading intervention fidelity for high school students. School psychologists fulfill an
important role as advocates for at-risk high school student populations who encounter reading difficulty
and specific learning disabilities. Research tells us that students who experience difficulty reading in the
early years of school often struggle to catch up (Stanley, Petscher, & Catts, 2018).
On the other hand, Previous research shows that students experienced problems, such as
insufficient knowledge in vocabulary, background knowledge, and grammar (Davoudi & Yousefi, 2015).
Then there are problems in text structure and language features. The first problem is vocabulary.
Vocabulary and reading comprehension are strongly correlated. Nanda and Azmy (2020) also explain
that Senior High School students have poor reading comprehension performance due to the lack of
vocabulary, prior knowledge and motivation. Vocabulary mastery contributes to successful reading
comprehension. When students have many vocabularies, then, it will be easy for them to comprehend.
Moreover, According to Masrai (2019), vocabulary plays an important role in improving the
students’ reading comprehension. Background knowledge is often under-addressed by the teacher
(Smith, 2021). To comprehend English text, students are required to draw inferences that rely on having
rich prior knowledge (Neuman, Kaefer, & Pinkham, 2014). Students might not be able to comprehend
the text if they do not have enough background knowledge to comprehend the text. Basic grammatical
knowledge also plays an essential role because it shows the time signature in the text passage. Time
signature helps the students to determine the flow of the text. When readers intuitively know the
grammar of the language, they should be able to comprehend a text correctly. Andini Hadriana, and
Delfi (2017) state that there is a high correlation between grammar mastery and reading comprehension.
The previous research result from Khoirunnisa (2019) shows that there is a text structure problem in
students’ reading comprehension. The text structure is important for students because it helps the
students to make connections from one paragraph to another paragraph. It also helps the students to
identify the section of the text.
Individualized Attention
Individualized attention in addressing reading difficulties among senior high school students
involves tailoring support to meet each student's specific needs. This may include personalized reading
assessments, targeted intervention strategies, and differentiated instruction to address their unique
challenges and strengths. Implementing varied teaching methods, providing additional resources, and
collaborating with specialized educators can contribute to a more effective and personalized approach in
helping seniors overcome reading difficulties. Moreover, individualized attention forms an important
foundation of children's learning by enabling the prioritization and encoding of relevant stimuli. It may
also influence reading development, which relies on metalinguistic skills, including the awareness of the
sound structure of spoken language. Reports of attentional impairments and speech perception
difficulties in noisy environments in dyslexic readers are also suggestive of the putative contribution of
auditory attention to reading development (Guerra, 2024). In addition to word-level reading accuracy,
Pham (2016) argued that impaired attentional processes may also negatively impact reading fluency
through increased distractibility, leading to fewer words read and/or reduced accuracy.
Furthermore, previous research shows that students experienced problems, such as insufficient
knowledge in vocabulary, background knowledge, and grammar (Davoudi & Yousefi, 2015). Then there
are problems in text structure and language features. The first problem is vocabulary. Vocabulary and
reading comprehension are strongly correlated. Nanda and Azmy (2020) also explain that Senior High
School students have poor reading comprehension performance due to the lack of vocabulary, prior
knowledge, and motivation. Vocabulary mastery contributes to successful reading comprehension.
When students have many vocabularies, then, it will be easy for them to comprehend a text. According
to Masrai (2019), vocabulary plays an important role in improving the students’ reading comprehension.
Background knowledge is often under-addressed by the teacher (Smith, 2021). To comprehend English
text, students are required to draw inferences that rely on having rich prior knowledge (Neuman, Kaefer,
& Pinkham, 2014). Students might not be able to comprehend the text if they do not have enough
background knowledge to comprehend the text. Providing individualized attention to students struggling
with reading is paramount as it allows educators to understand their unique challenges and tailor
interventions accordingly. By addressing specific needs, such as decoding, comprehension, or
vocabulary, educators can offer targeted support to help students overcome reading difficulties. This
personalized approach not only builds confidence but also fosters a positive attitude towards learning.
Individualized attention enables educators to create engaging and relevant reading materials that cater to
students' interests and motivations. Ultimately, by prioritizing individualized attention, educators can
empower students to develop essential reading skills
Additionally, individualized attention also plays an essential role because it shows the time
signature in the text passage. Time signature helps the students to determine the flow of the text. When
readers intuitively know the grammar of the language, they should be able to comprehend a text
correctly. Andini Hadriana and Delfi (2017) state that there is a high correlation between grammar
mastery and reading comprehension. The previous research result from Khoirunnisa (2019) shows that
there is a text structure problem in students’ reading comprehension.
Focused Learning
Focused learning in reading difficulties of senior high school students can be addressed through
various strategies. One approach is to provide motivation and rewards to students, as well as changing
their perception that learning Arabic or English is difficult and uninteresting. Another strategy is to use
situational teaching, emotional experience, and multi-dimensional interaction in English reading
teaching to enhance students' language competence, cultural awareness, thinking quality, and learning
ability. Additionally, teachers can use self-learning modules and appropriate strategies to improve
students' reading comprehension during modular distance learning. For academic writing difficulties, a
model for teaching academic writing can be formulated based on the identified difficulties, which can
guide teachers in more effective and efficient instruction.
Furthermore, this study investigated the difficulties Senior High School Students face in learning
hybridization. Research showed the students' conceptual difficulty ranged from their lack of the
prerequisite knowledge for grasping the topic hybridization to chemical bond formation and orientations
of atomic orbitals (Abukari et al., 2022). The COVID-19 pandemic has been an unprecedented
disruption in students' academic development. According to Kuhfeld et al. (2023), many upper senior
high school students are at risk for reading difficulties and will need targeted support to build and
strengthen foundational reading skills.
In addition, effective reading comprehension teaching is an aspiration of education systems
across the world. According to O'Hare et al. (2023), teaching incorporating reciprocal reading theory
and evidence is an internationally popular approach for improving comprehension. Previous research
only focuses on the difficulties and factors causing learning difficulties without any solution. This study
aimed to identify learning difficulties, factors, and alternative solutions overcoming the problems of
learning difficulties about viruses and bacteria (Firmanshah et al., 2020).
Moreover, teachers voiced that learning difficulties were a broad concept, with each teacher
defining learning difficulties differently. According to Porta (2024), findings indicated that when
students had labeled learning difficulties as recognized by other professionals, teachers expressed being
able to differentiate more easily with greater self-efficacy, as compared with differentiating for students
who teachers themselves considered were experiencing difficulties in their learning but had no label
assigned to them. Abbas (2021) discovered that modular distance learning, employing self-learning
modules, is an effective alternative approach. Internal and external factors impact students' reading
comprehension difficulties. Despite finding reading comprehension challenging, students perceive
similar difficulty levels, leading to the acceptance of the null hypothesis. This study aimed at finding out
the junior high school students' difficulties in reading and students' attempts to overcome their reading
difficulties during the COVID-19 pandemic (Hayati et al., 2022).
Progress Monitoring
Progress monitoring in reading difficulties is essential for early identification, intervention, and
tracking student progress over time. Curriculum-based measurement (CBM) is a commonly used tool for
progress monitoring in reading. CBM measures such as oral reading fluency, story recall, and Maze
tasks have been found to be effective in monitoring individual student growth and predicting reading
comprehension outcomes. Furthermore, progress monitoring FastBridge probes are available. Test-retest,
alternate forms, and inter-rater reliability estimates for FastBridge passages range (Christ et al., 2014).
According to Kusumawanti and Bharati (2018), reading abilities are the most important aspect
of English proficiency for students' learning access. Additionally, Grefenstette (2018) emphasizes that a
reading development course does not make a reader proficient; reading starts and reading skills develop
over time with constant aid. While the association between reading difficulties and negative social
emotional outcomes is not always clear and may be nonlinear (Sideridis, et al., 2019), consistent failure
in reading development may lead to challenging behaviors (Sideridis, et al., 2019). Warmbold-Brann et
al. (2017) identified through a meta-analysis that positive academic and behavioral outcomes result from
academic interventions. This notion was also evident in the study by Romoroza (2019), where reading
comprehension was highlighted as one of the difficulties encountered in reading passages. It was further
specified that learners struggled to determine the central idea of a passage, resulting in poor reading
comprehension. Students not at risk for later difficulties are often monitored only during triannual
universal screening periods (Silberglitt et al., 2016). Thus, by collecting weekly progress monitoring
data only on students with at least some risk in reading, the findings from this study are more
generalizable than if progress monitoring data were collected on students who would not typically be
monitored frequently. Moreover, progress monitoring FastBridge probes are available. Test-retest,
alternate forms, and inter-rater reliability estimates for FastBridge passages range (Christ et al., 2014).
CBM-R passages from FastBridge Learning (Christ et al., 2014), a publisher of universal screening and
progress monitoring assessments, were used in the current study.
Synthesis. The literature cited in the present study highlights the relevance of Catch-up Fridays
in addressing the reading difficulties of senior high school students at Ipil National High School. It
emphasizes the multifaceted approach necessary for tackling such challenges, including identifying root
causes like limited background knowledge and emotional experiences. Additionally, the literature
recognizes the importance of basic English reading and speaking skills for senior high school students,
particularly in preparation for college. A holistic approach to addressing reading difficulties is
underscored, integrating personalized attention and evidence-based instructional strategies to support
students effectively. Both Catch-up Fridays and individualized attention strategies aim to boost
confidence and enhance reading skills over time. Progress monitoring tracks student growth and predicts
reading comprehension outcomes, while focused learning studies explore tailored interventions for
specific challenges like hybridization or academic writing difficulties. The literature on catch-up
interventions underscores the potential of designated catch-up days to improve high school students'
reading skills, showing positive outcomes in comprehension and fluency.

CHAPTER 3
METHOD
This chapter of the study deals with the methodology that will be employed by the researcher. It
includes the research design, participants, instruments, data-gathering procedure, data analysis, and
ethical considerations.
Research Design
This study will employ a quantitative descriptive research design with survey technique, as
means of gathering the data. According to Nelson et al. (2017), quantitative research designs are those
that translate information from assessments and observations into numerical data that are analyzed
statistically according to a established plan and while descriptive research is common in occupational
therapy and serves a number of purposes. The descriptive quantitative research design which is
quantitative research method was the appropriate research design in this study because this research
design attempts to collect quantifiable information for statistical analysis regarding the effectiveness of
catch-up fridays on the reading difficulties of the selected senior high school students of Ipil National
High School.
Research Respondents
The participants of the study will be the 137 students from grade levels eleven (11) and twelve
(12) from Ipil National High School. The study will use a stratified random sampling technique
specifically using Raosoft Sampling Calculator to determine the sample size for each group of
participants. Table 1 below shows the distribution of respondents by grade level and number of teachers.
Table 1. Distribution of Respondents
Grade Level Learners

Grade 12 68
Grade 11 69
Total 137
Research Instrument
This study will utilize a research-made survey as the major instrument in gathering the needed
data in the study to determine the effectiveness of catch-up fridays on the reading difficulties of the
selected senior high school students of Ipil National High School.
The researcher-made instrument is composed of two (2) parts. Part 1 includes the demographic
profile of the respondents of learners in terms of age, sex, grade level, and general average. Part 2 of the
survey questionnaire is composed of the effectiveness of catch-up fridays on the reading difficulties of
the selected senior high school students of Ipil National High School in terms of individualized
attention, focused learning, and progress monitoring.
In justifying the effectiveness of catch-up fridays on the reading difficulties of the selected senior
high school students of Ipil National High School, a parameter will be utilized by the researcher in Table
2 that shows the scale based on the following parameters.
Table 2. Scale on the effectiveness of catch-up fridays on the reading difficulties of the
selected senior high school students of Ipil National High School
Scale Parameter Verbal Qualitative

Interpretation Description
4 3.26-4.00 Always Highly Effective
3 2.51-3.25 Seldom Effective
2 1.76-2.50 Often Less Effective
1 1.00-1.75 Never Not Effective
Validity. To ensure validity of the questionnaire, a draft will be presented first to the adviser
then to the panel members for improvement and revision. After that, a dry-run was conducted to non-
respondents.
Reliability. The researcher-made questionnaire will be subjected to content validation and
reliability testing using inter-rater reliability tests. After the test for reliability and validity and proven
correct, final copies of the research instrument will be given to the respondents.
Data Gathering Procedure
The researchers have informed consent that will be obtained. Pre- and post-intervention
questionnaires will be given to senior high school students at Ipil National High School who struggle
with reading. Catch-up Friday sessions will be observed, and data will be analyzed to determine the
program's efficacy. The entire process will be conducted with ethical concerns in mind, and results will
be shared with relevant parties and possibly published to advance educational research. Following this,
we will send a letter requesting permission to conduct the study to the Principal of Ipil National High
School. The researchers will also ensure confidentiality and anonymity throughout the study to protect
the participants' privacy. Once approved, the researcher will immediately begin distributing the
questionnaires to the selected students. of Grade eleven (11) and twelve (12) cited in problem 1.
Data Analysis
All data is analyzed using the following statistical tools.
Frequency Count and Percentage. These statistical tools will be used to determine the profile
of the students from grade eleven (11) and twelve (12).

Mean & Standard Deviation. These statistical tools will be used to determine the effectiveness
of catch-up fridays on the reading difficulties of the selected senior high school students of Ipil National
High School cited in problem 2.
Analysis of Variance (ANOVA). This statistical tool will measure the significant difference on
the effectiveness of catch-up fridays on the reading difficulties of the selected senior high school
students of Ipil National High School when grouped according to profile variables.
SURVEY QUESTIONNAIRE FOR STUDENTS
EFFECTIVENESS OF CATCH-UP FRIDAYS ON THE READING DIFFICULTIES OF

SELECTED SENIOR HIGH SCHOOL STUDENTS OF IPIL NATIONAL HIGH SCHOOL
Directions: Please read each question properly and supply the needed information by providing a
particular answer and / or checking the boxes appropriately.
Scale Parameter Verbal Qualitative
Interpretation Description
4 3.26-4.00 Always Highly Effective
3 2.51-3.25 Seldom Effective
2 1.76-2.50 Often Less Effective
1 1.00-1.75 Never Not Effective
Part 1. Profile of the Respondents
Students
Age: 17 years old 18 years old 19 years old 20 years old
Sex: Male Female
Grade Level: 11 12
General Average: 74% below
75%-85%
86%-90%
91%-95c%
96%-100%
Individualized Attention 4 3 2 1
1. I receive personalized support tailored to my specific reading

difficulties during Catch Up Friday sessions.
2.Teachers provide one-on-one assistance to address my individual

reading challenges during Catch Up Friday.
3. The strategies used during Catch Up Friday effectively address my

unique learning needs in reading.
4. My concerns and questions about reading are addressed attentively

during Catch Up Friday sessions.
5. The level of support I receive during Catch Up Friday helps me

overcome my reading obstacles.
6. Teachers demonstrate a genuine interest in helping me succeed in

improving my reading skills during Catch Up Friday.
7. I feel comfortable seeking help and clarification from teachers

during Catch Up Friday sessions.
8. Small group activities during Catch Up Friday allow for focused

attention on my reading needs.
9. Teachers provide timely and constructive feedback to support my

individual reading growth during Catch Up Friday.
10. 10. I perceive Catch Up Friday as an opportunity to receive

personalized attention and support for my reading difficulties.
Focused Learning 4 3 2 1
1. The activities and lessons during Catch Up Friday effectively target

the specific areas of reading where I need improvement.
2. The instructional materials used during Catch Up Friday help

enhance my reading skills.
3. The instruction provided during Catch Up Friday is engaging and

conducive to focused learning in reading.
4. The content covered during Catch Up Friday directly contributes to

my reading improvement.
5.The pace of instruction during Catch Up Friday allows me to grasp

concepts and apply them to my reading effectively.
6.I perceive Catch Up Friday as a valuable opportunity to deepen my

understanding of reading strategies and techniques.
7. Teachers effectively scaffold learning activities during Catch Up

Friday to support my comprehension and retention of reading concepts.
8. The variety of learning activities offered during Catch Up Friday

keeps me engaged and motivated to improve my reading.
9. I feel appropriately challenged during Catch Up Friday activities,

encouraging me to push my reading skills further.
10. The structured approach to learning during Catch Up Friday

contributes to my overall confidence and competence in reading.
Progress Monitoring 4 3 2 1
1. The progress monitoring system during Catch Up Friday adequately

tracks my reading improvement.
2. The data collected during Catch Up Friday accurately reflect my

reading progress over time.
3. The goals set for me during Catch Up Friday are clear and
achievable in improving my reading skills.
4. I am skilled at managing my time and avoiding distractions while

studying.
5. The time management strategies I learned in senior high school are

effective for managing my study time in college.
6. I can complete tasks in a timely manner without feeling rushed or

overwhelmed, thanks to my senior high school education.
7. I set realistic goals for myself in college and work towards achieving
them, drawing from the goal-setting skills I developed in senior high

school.
8. I am able to adapt my schedule and make adjustments when

unexpected events occur in college, thanks to my senior high school
education.
9. My senior high school education has equipped me with the ability to

manage my time effectively even in stressful situations in college
10. I believe that my senior high school education has prepared me well
to maintain a healthy work-life balance in college.
EFFECTIVENESS OF CATCH-UP FRIDAYS ON THE READING DIFFICULTIES OF

SELECTED SENIOR HIGH SCHOOL STUDENTS OF IPIL NATIONAL HIGH SCHOOL
A Research Proposal
presented to
The Senior High School Department
SURIGAO DEL NORTE NATIONAL HIGH SCHOOL
Surigao City
In Fulfillment
of the Requirements for the
HUMANITIES AND SOCIAL SCIENCES STRAND
Bea G. Vesagar
Cashley C. Vergin
Donna Fretchjen C. Castil
Mikylla M. Hibaya
Rica Angela C. Asumen
Vanessa Jane S. Valenzona
MARCH 2024
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Surigao del Norte National High School

Peñaranda St., Surigao City

Problem and Review of Literature

selected Senior High School students at Ipil National High School.

Senior High School Students of Ipil National High School

development, and instill a love for reading in students.

cognitive development, exposure to literacy experiences, and educational opportunities (Shywits,

females Logan et al. (2018)

a variety of topics is correlated with reading proficiency. (McCoach et al. (2021)

Figure 1. Research Paradigm

Individualized attention is considered a variable in studies on reading difficulties because personalized

Furthermore, monitoring progress is recognized as a variable in studies on reading difficulties as

Statement of the Problem

this study will seek to answer the following questions:

1. What is the demographic profile of the participants in terms of:

1.1.3. Grade level; and

1.1.4. General average?

2.1. Individualized Attention

2.2. Focused Learning

2.3. Progress Monitoring?

At 0.05 level of significance, it was hypothesized that:

according to profile variable.

Significance of the Study

promote their academic growth.

their children's academic journey and fostering their overall development.

Scope and Limitation of the Study

implementing the Catch up Fridays program.

relevance of these terms in the present study.

they stay on top of their responsibilities without feeling overwhelmed.

addressing these barriers calls for customized interventions and support.

Individualized Attention. This phrase refers in the context of reading difficulties to

individual's development or advancement over time in a specific area or skill.

Review of Related Literature

Effectiveness of Catch-Up Friday in Reading Difficulties

they need to succeed in developing essential literacy skills.

difficulties encountered by senior high school students.

students’ reading comprehension. Background knowledge is often under-addressed by the teacher

identify the section of the text.

knowledge, and motivation. Vocabulary mastery contributes to successful reading comprehension.

interventions accordingly. By addressing specific needs, such as decoding, comprehension, or

empower students to develop essential reading skills

there is a text structure problem in students’ reading comprehension.

situational teaching, emotional experience, and multi-dimensional interaction in English reading

guide teachers in more effective and efficient instruction.

strengthen foundational reading skills.

In addition, effective reading comprehension teaching is an aspiration of education systems

learning difficulties about viruses and bacteria (Firmanshah et al., 2020).

comprehension difficulties. Despite finding reading comprehension challenging, students perceive

difficulties during the COVID-19 pandemic (Hayati et al., 2022).

progress monitoring assessments, were used in the current study.

particularly in preparation for college. A holistic approach to addressing reading difficulties is

underscored, integrating personalized attention and evidence-based instructional strategies to support

reading skills, showing positive outcomes in comprehension and fluency.

Table 1. Distribution of Respondents

Grade Level Learners

selected senior high school students of Ipil National High School.

attention, focused learning, and progress monitoring.

2 that shows the scale based on the following parameters.

Scale Parameter Verbal Qualitative

Reliability. The researcher-made questionnaire will be subjected to content validation and

Data Gathering Procedure

All data is analyzed using the following statistical tools.

of the students from grade eleven (11) and twelve (12).