Enhancing early grade literacy through project MMK and tindahan ng karunungan: a reading intervention for Grades 1 to 3

This study investigated the effectiveness of two integrated literacy initiatives—Project MMK (Mag-aral Magbasa, Handa sa Kinabukasan) Reading Intervention and Tindahan ng Karunungan incentive program—in improving reading performance and motivation among struggling primary grade pupils at Imelda Elementary School. Using a descriptive and qualitative research method, data were gathered through pre- and post-assessments , involving 72 struggling readers (29 from Grade 1, 19 from Grade 2, and 24 from Grade 3) identified through the Beginning of School Year Comprehensive Rapid Literacy Assessment (CRLA), classroom observations, and focus group discussions combining structured reading instruction with a motivational point system where learners earned rewards exchangeable for school supplies. Post-intervention assessments revealed significant improvements: Grade Ready students increased from 42% to 58% in Grade 1, 22% to 74% in Grade 2, and 27% to 70% in Grade 3, while students requiring Full Refresher decreased to nearly zero. Findings demonstrate that combining structured reading intervention with incentive-based motivation effectively addresses reading deficiencies in resource-constrained Philippine public schools, particularly following pandemic-related learning losses. Success factors included regular monitoring, stakeholder involvement, and personalized reading materials. Recommendations include sustaining comprehensive assessments, strengthening parental involvement, maintaining motivational incentives, and providing ongoing professional development for teachers to ensure long-term impact.