Impact of Catch-Up Fridays to the English Reading Proficiency of Grade Three Learners: Instructional Management Model

While many reading programs were implemented to improve reading proficiency, research showed significant percentage of learners struggle with reading, creating a chasm that directly impacts their academic achievement. This descriptive-correlation study assessed the impact of Catch-up Fridays to the reading proficiency of Grade three learners of Calumboyan Elementary School considering the variables such as learners profile, their level of engagement and parental support. The CRLA tool was the instrument used in assessing the reading proficiency. The quantitative data collected were treated statistically utilizing simple percentage, mean, weighted mean and Chi-Square test of Independence. Results revealed that, majority of learners were females and their parents had mostly post-college education. With the overall reading score of 93.79, most of the learners were classified as transitioning readers. Meanwhile, learners had Highly Engaged level demonstrating a successful implementation of the Catch-Up Friday program. On the other hand, parental support indicated a Very Highly Supportive rating with the strongest parental involvement on valuing child's education. However, work schedules interfered with helping their child reflecting time constraints despite strong willingness to assist them. Furthermore, the study revealed that there was no significant relationship between the reading proficiency and level of engagement of learners. While interactive activities engaged students, they did not necessarily directly influence reading proficiency. Lastly, there was no significant relationship between reading proficiency and parental support. Despite parents' high level of support, reading proficiency is influenced by other factors such as instructional strategies and prior reading skills. Thus, an instructional management plan was proposed to enhance educators’ pedagogical skills and improve further learners reading proficiency.