Don Honorio Ventura State University

___ University In- House Review

Humanities, Education, Management, and Social Sciences

ADVANCING READING PROFICIENCY: EMPLOYING AN ACTION RESEARCH

APPROACH TO ENHANCE GRADE 5 LEARNERS' SKILLS VIA THE
IMPLEMENTATION OF 'CATCH-UP FRIDAY' AT SAN JUAN ELEMENTARY SCHOOL

KATE C. BONDOC1
GEMMA E. LACANLALE2
TRACY CRYZ C. MAGAT3
ANN ROSHAINE A. SAMBRANO4
JHANYNE KYLA CLAIRE A. SUPAN5
JOHN NEIL V. TOLENTINO6*
General Education Department
1
Kate C. Bondoc: 202020090@dhvsu.edu.ph
2
Gemma E. Lacanlale: 2020200097@dhvsu.edu.ph
3
Tracy Cryz C. Magat: 202020099@dhvsu.edu.ph
4
Ann Roshaine A. Sambrano: 2020200112@dhvsu.edu.ph
5
Jhanyne Kyla Claire A. Supan: 2020200109@dhvsu.edu.ph
6
John Neil V. Tolentino: 2020200110@dhvsu.edu.ph

Abstract

This action research study investigates the enhancement of reading proficiency among Grade 5 learners through
the implementation of "Catch-up Friday" at San Juan Elementary School. Utilizing a descriptive quantitative
research design, the study aims to evaluate the effectiveness of the "Catch-up Friday" program in improving the
English reading skills of Grade 5 students at San Juan Elementary School in Mexico, Pampanga. A total of 96
Grade 5 students were selected as respondents using a universal sampling technique. To gather data, a survey
questionnaire incorporating a Likert scale was employed, measuring the students' reading habits and competence
levels. The findings revealed that the respondents face significant challenges in reading, particularly in
understanding the meanings of words, as indicated by a mean score of 4.23. Despite these difficulties, students
demonstrated a high level of interest and engagement in "Catch-up Friday," with a mean score of 4.18.
Additionally, the program received a mean perception score of 4.25 for its ability to make reading more
appealing. However, the study also highlighted a relatively lower mean score of 4.10 for enhanced confidence,
suggesting a need for strategies to boost students' confidence during these sessions. Overall, the results
underscore the importance of targeted interventions like "Catch-up Friday" in promoting a love of reading and
improving literacy skills among learners.

Keywords: Catch-up Friday, English Reading Skills, Likert Scale, Competence Levels, Comprehension,
Targeted Interventions, Literacy Skills.

1.Introduction

Reading is a vital activity that widens perceptions and enhances the ability to think. It
serves as a gateway to information, providing insight into a wide range of matters, viewpoints, and
societies. Practicing to read written words improves vocabulary, strengthens critical thinking
abilities, and develops understanding. Reading additionally nurtures imagination by introducing
readers to new places and granting them the opportunity to go on endless journeys in their
imaginations. It provides comfort and escape, an escape from the stresses of everyday life. Reading

1
2 Kate C. Bondoc, Gemma E. Lacanlale, Tracy Cryz C. Magat, Ann Roshaine A. Sambrano, Jhanyne Kyla
Claire A. Supan, John Neil V. Tolentino

promotes empathy by enabling readers to comprehend and relate to characters or real-life events,
whether they are reading fiction or non-fiction. Moreover, it promotes lifelong learning, which
helps individuals be skilled and flexible in a world that is continually changing. In simple terms,
reading is a meaningful and life-changing practice rather than simply an enjoyable pastime. Reading
uses more than one sense. You need to be able to combine what you see and hear, like written
letters and speech sounds.
According to Coltheart et al. (2012), the "Dual-Route Model of Reading" posits that there are
two distinct pathways for learning to read: the lexical route and the sublexical route. The lexical route
involves directly associating a word's orthographic structure, such as its letter sequence, with its
pronunciation. Conversely, the sublexical route involves decoding words by breaking them down into
smaller sound units and reassembling these units to form the complete word. This theory underscores
the significant role of human sensory processing in affecting students' reading skills and
comprehension. Joubert et al. (2004) further elaborate that the lexical route facilitates the immediate
recognition of words and their pronunciations, while the sublexical route aids in phonetic decoding,
which is essential for reading unfamiliar words. Therefore, both routes are crucial for developing
proficient reading abilities. Moreover, Willie (2006) emphasizes the critical importance of literacy
and numeracy in today's technologically driven world. He argues that these foundational skills are
indispensable for eradicating illiteracy and enabling individuals to effectively process information,
which is a key source of power in modern society. Willie stresses the need to educate pupils about the
importance of reading from an early age to motivate and enhance their reading proficiency. Navarra
(2023) highlights the challenges faced by fifth-graders in reading, noting common errors such as
mispronunciations, omissions, substitutions, and unnecessary additions of words. These issues
indicate that many students still struggle with reading despite their grade level. Similarly, Al-Tamimi
(2006) points out that reading can be particularly challenging for second-language learners due to
various factors, including inadequate reading techniques, limited knowledge of the subject matter, and
negative attitudes toward reading. However, he asserts that with sufficient time and appropriate
training, learners can overcome these difficulties.
A press release from the Gazette, the official newspaper of the Philippine Government, quotes
Secretary of Education Armin Luistro, FSC (2012), emphasizing the importance of assessing students'
reading skills. Luistro notes that reading is fundamental to all academic learning, and without basic
reading skills, students will struggle in other subjects, diminishing their chances of becoming
educated and productive adults. Cimmiyotti (2013) also underscores the significance of reading at all
educational levels, linking good reading skills with overall academic success. Effective reading
comprehension facilitates understanding and retaining information across various subjects. Talada
(2007) adds that good reading skills and comprehension are intertwined. Fluent reading enhances the
brain's ability to interpret words quickly, leading to better understanding of the text. Javanbakht and
Hadian (2014) identify five primary purposes for reading: understanding the main point, finding
specific information, learning something new, integrating and evaluating information from multiple
texts, and reading for enjoyment and general comprehension. These purposes illustrate that reading is
a purposeful and multifaceted activity.
Mix-Thibault (2008) emphasized the importance of motivating and engaging students through
various techniques to enhance their reading skills. By introducing students to books that naturally
interest them—those related to their personal experiences and interests—teachers can foster active
reading habits, making the process enjoyable and engaging. Reading holds a unique position among
the four academic language skills, as it is the foundational skill for acquiring new knowledge (Grabe
& Stoller, 2001). Schools now provide easier access to reading materials, facilitating this essential
skill's development. Goettelman (2012) demonstrated the effectiveness of a one-on-one approach in
improving students' reading skills. Her study revealed that employing diverse and adaptable methods
significantly enhanced students' metacognitive abilities. She argued that teachers should hold students
accountable for their learning, which helps them become more aware of their strategies and
encourages them to apply their knowledge across different areas. This sense of responsibility in
students' education is crucial for their development and success.

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 Advancing Reading Proficiency: . . . . 3

Reading is a critical skill for achieving academic success and thriving in life. It allows
individuals to build upon their existing knowledge, gain a deeper understanding of concepts and
behaviors, and ensure the continuous transmission of knowledge to future generations (Torres, 2019).
This highlights the immense value of acquiring strong reading skills. Reading is a fundamental ability
that all students should possess, essential for both daily living and advancing one's education.
Regardless of the subject matter—be it home economics, math, science, or any other field—reading
forms the bedrock of most learning (Dadzie, 2008). Both print media, such as books and articles, and
non-print media, like digital content and spoken word recordings, play a crucial role in helping
individuals make sense of recorded information. In today's knowledge-based society, the ability to
absorb and effectively use large amounts of information is indispensable. Understanding written and
spoken languages, along with the ability to express ideas and concepts clearly, is vital for personal
development and progress. Comprehension and communication are key to gaining knowledge across
various disciplines. Furthermore, by mastering diverse study skills, habits, and attitudes, individuals
can foster the enthusiasm necessary for sustained engagement in learning (Shippen, Houchins, Crites,
Derzis & Patterson, 2010). This persistent engagement is crucial for achieving long-term educational
and personal goals.

For the 2023–2024 school year, the Department of Education (DepEd) issued
MEMORANDUM No. 001, s. 2024, designating every Friday as "Catch-up Friday." This initiative
aims to enhance students' reading skills, addressing deficiencies highlighted by large-scale national
and international assessments. These assessments have shown that students in the K–12 Basic
Education Program exhibit poor reading proficiency. To address this, DepEd will implement "Catch-
up Fridays" starting January 12, 2024, across all public elementary and secondary schools and
community learning centers nationwide.
On January 10, 2024, DepEd Undersecretary Gina Gonong announced that the entire month
of January 2024 would be dedicated to the "Drop Everything and Read" (DEAR) program and
orientation for field staff. DEAR encourages students to engage in quiet, independent reading from a
book of their choice, promoting a focused and enjoyable reading experience. According to DepEd, the
mornings will be dedicated to the National Reading Program, while the afternoons will focus on
teaching values, health, and peace. Additionally, every Friday will feature a Homeroom Guidance
Program.
Importantly, there will be no formal grades assigned for "Catch-up Fridays." Instead, students
will use Reflection Journals to track their progress. These journals should document what they read,
what they learned, and their reflections on values, health, and peace education. The memorandum
encourages students to express themselves creatively through various formats, such as diaries, essays,
stories, and other artistic works reflecting their school experiences.
In summary, reading is a vital skill in today's technological world, combining visual and
auditory elements. The 'Dual-Route Model of Reading' explains two pathways for learning to read:
the lexical route, which connects a word's orthographic structure to its pronunciation, and the
sublexical route, which breaks words into smaller sound units. Literacy and numeracy are
fundamental for eradicating illiteracy and are essential for a knowledge-based society. People read for
various purposes: understanding main ideas, finding specific information, learning new things,
integrating and evaluating information, and reading for pleasure and comprehension.
Despite the importance of reading, many fifth-graders face challenges due to factors such as
inadequate reading techniques, limited knowledge of the target language, and negative attitudes
toward reading. The Philippine Secretary of Education emphasizes the critical role of reading skills in
all academic learning. Good reading skills and comprehension are interconnected, making it easier for
the brain to understand written words.
Starting January 12, 2024, the DepEd's "Catch-up Fridays" will be implemented nationwide
to improve reading skills. The DEAR program will prioritize the National Reading Program in the
mornings and focus on teaching values, health, and peace in the afternoons, along with a Homeroom
Guidance Program. Students will use Reflection Journals to document their reading experiences,
learnings, and reflections, thereby fostering a comprehensive and reflective approach to their
education.

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4 Kate C. Bondoc, Gemma E. Lacanlale, Tracy Cryz C. Magat, Ann Roshaine A. Sambrano, Jhanyne Kyla
Claire A. Supan, John Neil V. Tolentino

The researchers conduct this study for the reason that, the researchers would like to
investigate if the implementation of ‘Catch up Friday’ will enhance the reading proficiency skills of
grade 5 learners at San Juan Elementary School or it will not benefit to the learner’s reading
proficiency skills based on the possible data results of this investigation.

2. Conceptual/ Theoretical Framework

According to the Programme for International Student Assessment (PISA), over 80% of
students in the Philippines did not reach a minimum level of proficiency in reading, which is one of
the largest shares of low performance amongst all PISA. Catch up Friday was introduced by the
DepEd under the provision of the National Learning Recovery Program (NCRP).Catch – up Friday
will help the students to enhance the reading proficiency. This will enhance the pupil’s reading
proficiency through Catch up Friday. It will give the learners a chance to articulate each letter and
words into sound on how words work together.

Implementation of
Implementation of
Catch – up Friday Advancing Reading
Catch – up Friday Catch – up Friday Proficiency

Input Process Output

3. Methods
The research design, respondents, research instrument, data collection, ethical considerations,
and the data analysis are all covered in this chapter.
3.1. Research Design.
Quantitative research is a systematic empirical investigation where numerical data is collected
and analysed using mathematical and statistical methods to identify patterns, connections, and trends
within a population or sample (Creswell & Creswell, 2017). Descriptive quantitative research, in
particular, aims to systematically observe, record, and report the characteristics of a phenomenon or
the distribution of variables within a population, without introducing interventions or attempting to
establish causal relationships (Fraenkel, Wallen, & Hyun, 2012).
This study will implement "Catch-up Friday" to improve the English reading skills of Grade 6
learners at San Juan Elementary School. The primary objective is to enhance the learners' reading
abilities by examining the effectiveness of this program. By employing a descriptive quantitative
research design, the study will systematically observe and document the reading proficiency of the
learners, aiming to identify any improvements resulting from the "Catch-up Friday" initiative. This
approach will provide valuable insights into how such a program can boost reading skills among
students.
3.2. Respondents
The researchers will employ a universal sampling technique for this study. According to
Cristobal & Dela Cruz-Cristobal (2013), when the population size is equal to or less than 100, it is
advisable to use the entire population as the sample size. Accordingly, the respondents for this study
will be the Grade 5 learners at San Juan Elementary School in Mexico, Pampanga. The total
population of Grade 5 learners at this school consists of 96 pupils, and all of them will participate in
the study. The researchers selected Grade 5 pupils as their respondents because this grade serves as a
crucial preparatory stage before they advance to the final year of elementary education. By focusing
on this group, the study aims to provide a solid foundation in reading skills, which is essential for
their academic success as they progress. This approach ensures that the intervention has the potential
to make a significant impact on their overall educational development.
3.3. Instrument

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 Advancing Reading Proficiency: . . . . 5

The researchers will utilize a survey questionnaire as the primary research instrument for this
study. This questionnaire will consist of 20 questions designed to be answered using a Likert scale,
which ranges from "very high" to "very low." The questions will focus on various aspects of the
students' reading habits, aiming to gather detailed information about their engagement and
proficiency.
Specifically, the survey will collect quantifiable data regarding the reading proficiency levels
of Grade 5 learners, particularly in the context of the "Catch-up Friday" program. The use of a Likert
scale will allow the researchers to measure the respondents' attitudes and perceptions toward their
reading habits and the effectiveness of the intervention in a systematic manner. By analyzing this data,
the researchers aim to identify trends and patterns in reading proficiency among the students, thereby
evaluating the impact of "Catch-up Friday" on their reading skills.

4. Results and Discussions

This chapter concentrates on statistical data connected to the problems posted in the
Statement of the problem. The corresponding analysis and assimilation of data in this portion of
the study are presented.
Table 1
Proficiency of Grade 5 Learners Compared to Established Standards and Benchmarks.
Indicators Mean Standard Verbal
Deviation Interpretation

1. How much do you 4.20 0.43 High

like to read?
2. How comfortable are 3.76 0.52 High
you when reading aloud
in class?
3. How often do you 3.83 0.37 High
read books?
4. How hard is it for you to 4.21 0.42 Very High
read deep and difficult
words?
5. How well have you 4.22 0.38 Very High
progressed in your reading
this school year?

Total Mean 4.04 0.42 High

Table 1 shows proficiency of Grade 5 learners compared to established

standards and benchmarks has an overall mean of 4.04 and standard deviation of 0.42
with a verbal interpretation of High. Regarding on how well have you progressed in
your reading this school year, it has the highest mean of 4.22 with standard deviation of
0.38 with a verbal interpretation of Very High. While, how comfortable are you when
reading aloud in class has the lowest mean of 3.76 and a standard deviation of 0.52 with
verbal interpretation of high.
Ma. Thinker and Ma. Gullough (2003) aptly defined reading as involving the
identification and recognition of printed or written symbols which show stimuli for the
recall of new meaning through the reader’s manipulation of relevant concepts already in
his possession.

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6 Kate C. Bondoc, Gemma E. Lacanlale, Tracy Cryz C. Magat, Ann Roshaine A. Sambrano, Jhanyne Kyla
Claire A. Supan, John Neil V. Tolentino

Table 2
Respondents’ Level of Difficulty of Grade 5 Learners When it Comes to Reading.

Indicators Mean Standard Verbal

Deviation Interpretation

1. How challenging is it for 4.23 0.56 Very High

you to understand the
meaning of some words
when you read?
2. How worried are you about 4.15 0.42 High
the length of the books or
reading materials that you
will read in the class?
3. Do distractions at home 3.88 0.41 High
affect your focus on
reading?
4. How comfortable do you 3.72 0.45 High
feel asking questions when
you don’t understand
something you read?
5. How motivated are you in 4.21 0.40 Very High
reading books?
Total Mean 4.03 0.45 High

Table 2 respondents’ level of difficulty of Grade 5 learners when it comes to

reading has an overall mean of 4.03 with a standard deviation of 0.45 with a verbal
interpretation of High. Regarding on the how challenging is it for you to understand the
meaning of some words when you read has the highest mean of 4.23 with a standard
deviation of 0.56 with a verbal interpretation of Very High and how comfortable do you
feel asking questions when you don’t understand something you read has the lowest
mean of 3.72 and SD of 0.45 with a verbal interpretation of High.
The ability to read and comprehend are essential skills for students to survive
and understand how society works because most information are presented through text.
(Van, 2009: Yasen, 2013) Reading is one of the most important and useful skill
necessary in the learning process of a learner. The development of reading proficiency is
of great emphasis especially during the formative years of learning because it is a pre-
requisite needed for the preparation and development of higher order thinking skills
(HOTS) among the learners. Thus, a rigid foundation of this skill can result to a better
use, understanding and acquisition of knowledge.

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 Advancing Reading Proficiency: . . . . 7

Table 3
Respondents’ Level of Engagement of Grade 5 Learners in 'Catch Up Friday,' and How
Does it Contribute to Their Reading Skill Enhancement.

Indicators Mean Standard Verbal

Deviation Interpretation

1. Do you believe” Catch up 4.21 0.41 Very High

Friday” would help you
become better at reading?
2. Do you think a day like 4.25 0.45 Very High
“Catch up Friday” would
make reading more
interesting for you?
3. Do you believe that “Catch 4.23 0.40 Very High
Up Friday” would make
you proficient in
comprehension?”
4. Are you participating in 4.15 0.38 High
class during ‘’Catch Up
Friday’’?
5. Do your confidence boosted 4.10 0.40 High
whenever you participate in
‘’Catch Up Friday’’ lessons?
Total Mean 4.18 0.41 High

Table 3 shows respondents’ level of engagement and participation of Grade 5

learners in 'Catch Up Friday,' and how does it contribute to their reading skill
enhancement has an overall mean of 4.18 with standard deviation of 0.41 with a verbal
interpretation of High. Regarding on do you think a day like “Catch Up Friday” would
make reading more interesting for you, it has the highest mean of 4.25 and standard
deviation of 0.45 with a verbal interpretation of Very High and do your confidence
boosted whenever you participate in ‘’Catch Up Friday’’ lessons have the lowest mean
of 4.10 with standard deviation of 0.40 with a verbal interpretation of High.
For the 2023-2024 school year, the Department of Education (DepEd) plans to
start "Catch-up Fridays" on January 12, 2024, in all public elementary and secondary
schools and community learning centers across the country. The DEAR program will
focus on the National Reading Program in the morning, teaching about values, health,
and peace in the afternoon, and a Homeroom Guidance Program. Learners can track
their progress in the course using a Reflection Journal, which should include what they
read, learned, and thought about the subject. Motivating and driving students to read
actively through techniques is part of improving their reading skills. In today's
knowledge-based society, comprehension and communication are essential for personal
development and advancement. Mastering various study skills, habits, and attitudes can
cultivate the enthusiasm needed to persistently engage in learning.

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8 Kate C. Bondoc, Gemma E. Lacanlale, Tracy Cryz C. Magat, Ann Roshaine A. Sambrano, Jhanyne Kyla
Claire A. Supan, John Neil V. Tolentino

Table 4
Respondents’ Level of Participation of Grade 5 Learners in 'Catch Up Friday,' and How
Does it Contribute to Their Reading Skill Enhancement.

Indicators Mean Standard Verbal

Deviation Interpretation

1. How excited would you 4.22 0.46 Very High

be to have special day called
“Catch up Friday” in class
where we focus on reading
activities?
2. Are you participating in 4.12 0.44 High
‘’Catch Up Friday’’ in a
game based discussion?
3. Do you enjoy watching 4.23 0.41 Very High
stories during ‘’ Catch Up
Friday’’?
4. Do instructional materials 4.18 0.48 High
caught your attention during
‘’Catch Up Friday’’?
5. Do you feel excitement 4.10 0.40 High
whenever teacher wants
you to read?
Total Mean 4.17 0.44 High

Table 4 Respondents’ level of participation of Grade 5 learners in 'Catch Up

Friday,' and how does it contribute to their reading skill enhancement has an overall
mean of 4.17 with standard deviation of 0.44 with a verbal interpretation of high.
Regarding on do you enjoy watching stories during “Catch Up Friday” got the highest
mean of 4.23 with standard deviation of 0.41 with a verbal interpretation of Very high.
Do you feel excitement whenever teacher wants you to read has the lowest mean of 4.10
with standard deviation of 0.40 with a verbal interpretation of high.
The qualitative analysis utilized thematic guidelines by Bruan and Clarke
(2006). The analysis revealed that implementing Catch-Up Friday sessions and
contextualized reading materials significantly impacted Grade 10 students’ reading
proficiency levels, highlighting the importance of tailored interventions and learning
resources to enhance reading proficiency. Furthermore, the study emphasized the need
for ongoing efforts to provide comprehensive support for students to improve their
reading proficiency levels. Findings indicated that students enjoyed diverse reading
activities during Catch-Up Friday sessions, felt supported by teachers, and believed the
sessions effectively addressed their individual needs.

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 Advancing Reading Proficiency: . . . . 9

5. Conclusion and Recommendation

This chapter presents the summary of findings, conclusion and recommendations regarding
the reading proficiency of Grade 5 learners via the implementation of “Catch-Up Friday”.

Summary of Findings
After a comprehensive analysis and interpretation of the data gathered, the significant
findings of the study are as follows:

1. Current Level of Proficiency of Grade 5 Learners Compared to Established Standards

and Benchmarks
The study found that the current level of reading proficiency among Grade 5 learners at San Juan
Elementary School is "Very High," with an overall mean score of 4.04 and a standard deviation
of 0.42. This indicates a significant improvement in their reading skills this school year,
particularly highlighted by the highest mean score of 4.22. This improvement suggests that the
"Catch-up Friday" initiative had a positive impact on students' reading abilities through targeted
interventions and enhancements. However, reading aloud in class remains an area of discomfort,
evidenced by the lowest mean score of 3.76, indicating that while students have improved their
reading skills, they still feel uneasy reading in front of their peers.

2. Level of Difficulty Experienced by Grade 5 Learners in Reading

The overall mean score for the level of difficulty faced by Grade 5 learners when reading was
4.03, with a standard deviation of 0.45, corresponding to a "High" level of difficulty. The highest
mean score of 4.23 indicated that students found it particularly challenging to understand the
meaning of some phrases. This suggests that comprehension remains a significant hurdle for
many students. Additionally, the lowest mean score revealed that students were uncomfortable
asking questions about what they did not understand, highlighting a reluctance to seek help when
faced with reading difficulties.

3. Level of Engagement of Grade 5 Learners in 'Catch-up Friday' and Its Contribution to

Reading Skill Enhancement
The study showed that Grade 5 learners at San Juan Elementary School were highly engaged in
"Catch-up Friday," with an overall mean score of 4.18 and a standard deviation of 0.41. This
high level of engagement was further reflected by the highest mean score of 4.25, indicating
strong interest in the program. "Catch-up Friday" not only improved reading skills but also
boosted learners' confidence, as indicated by a mean score of 4.10. The researchers concluded
that the program effectively cultivates a love for reading, enhances reading proficiency, and
positively impacts student engagement and academic outcomes.

4. Level of Participation of Grade 5 Learners in 'Catch-up Friday' and Its Contribution to

Reading Skill Enhancement
The participation of Grade 5 learners in "Catch-up Friday" was found to significantly enhance
their reading skills, with an overall mean score of 4.17 and a standard deviation of 0.44,
indicating high levels of engagement. The students expressed strong enjoyment in watching
stories during the program, with the highest mean score of 4.23. However, their excitement
when asked to read aloud had a slightly lower mean score of 4.10, still indicating a generally
high level of engagement. Overall, the results demonstrate that "Catch-up Friday" helps students
develop a greater enjoyment of reading, enhances their reading skills, and increases their
participation in literacy activities.

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10 Kate C. Bondoc, Gemma E. Lacanlale, Tracy Cryz C. Magat, Ann Roshaine A. Sambrano, Jhanyne Kyla
Claire A. Supan, John Neil V. Tolentino

Conclusion
1. The Grade 5 learners at San Juan Elementary School have demonstrated remarkable proficiency and notable
advancements in their reading abilities. However, despite their proficiency, they struggle with self-assurance
when reading aloud. This indicates that while the students excel in certain aspects of reading, they still require
support in building confidence in oral reading. The effectiveness of "Catch Up Friday" is evident in addressing
this issue, as it provides a platform for students to practice reading aloud in a supportive environment,
contributing to their overall reading development.

2. Grade 5 learners exhibit moderate-to-high levels of reading difficulties, particularly in understanding word
meanings, and they tend to refrain from asking questions when uncertain. Addressing these challenges should be
a primary objective, focusing on improving speech, enhancing reading confidence, and fostering effective
learning strategies. By addressing these areas, students can overcome obstacles and enhance their reading
proficiency.

3. Learners perceive "Catch Up Friday" as a catalyst for increasing their interest in reading, expressing high
levels of excitement about attending the program. However, further support is necessary to bolster their
confidence and enthusiasm. This additional assistance is crucial for the success of "Catch Up Friday," as it not
only enhances the enjoyment of reading but also fosters skill development and academic progress.

4. The findings indicate that "Catch Up Friday" effectively contributes to students' reading improvement,
particularly through the provision of engaging stories. Nonetheless, there is a need to enhance students'
excitement towards reading tasks. Providing diverse and captivating reading materials can stimulate students'
interest and facilitate skill acquisition. Additionally, incorporating activities that involve sharing stories can
further enhance engagement and promote collaborative learning experiences among students. By implementing
these strategies, "Catch Up Friday" can effectively support students in achieving their reading goals and
fostering a lifelong love for learning.

Recommendations

Based on the findings and conclusion, the following recommendations are offered:

1. Despite learners demonstrating proficiency and notable progress in reading, it remains crucial for
instructors to continue nurturing and reinforcing their skills through ongoing assessment and
feedback mechanisms. Utilizing formative tests that track students' reading progress can provide
valuable insights into areas of strength and areas needing improvement. By consistently monitoring
students' performance and providing constructive feedback, educators can ensure that learners
continue to develop and refine their reading abilities.

2. Teachers play a pivotal role in identifying and addressing learners' reading difficulties early on.
By recognizing individual challenges related to decoding, comprehension, fluency, or vocabulary,
educators can tailor interventions to meet each student's specific needs effectively. This targeted
approach ensures that students receive the support and guidance necessary to overcome obstacles
and progress in their reading development.

3. Engaging students in regular reading activities, such as those offered during Catch-Up Friday, is
essential for enhancing their reading skills and confidence. Participation in such activities not only
enriches students' self-esteem in reading aloud but also promotes language fluency and
pronunciation. By providing opportunities for regular practice and exposure to diverse reading
materials, educators empower students to become more proficient and expressive readers.

4. The study findings suggest that Catch-Up Friday is an effective intervention for enhancing
students' reading skills and should be consistently implemented in schools. Furthermore, timely
feedback is crucial for reinforcing positive reading practices and addressing areas for improvement.
By offering praise for excellent reading performance and discussing strategies for growth, educators
can motivate students to continue striving for excellence in their reading abilities. Maintaining a

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 Advancing Reading Proficiency: . . . . 11

supportive and encouraging learning environment reinforces the importance of reading and fosters a
culture of continuous improvement among students.

References
Bruan & Clarke (2006). Catch-Up Friday: Improving the Reading Proficiency Levels and
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