OPTIMIZING THE READING SKILLS OF LEARNERS IN SAN IGNACIO ELEMENTARY SCHOOL THROUGH PROJECT SMILE (Striving for Modernized and Interactive Learners Reading Proficiency Enhancer)

This study, completed in 2026, evaluated the effectiveness of Project SMILE (Striving for Modernized and Interactive Learners’ Reading Proficiency Enhancer) in optimizing the reading skills of Grade 2 learners at San Ignacio Elementary School. Using a quantitative descriptive design with a pretest and posttest approach, the study involved 50 learners enrolled during School Years 2023–2024 and 2024–2025. Learners’ reading profiles were measured through the Comprehensive Rapid Literacy Assessment, while a survey questionnaire assessed the perceived effectiveness of the intervention. Frequency, percentage, weighted mean, McNemar–Bowker chi-square, and Pearson chi-square tests were used to analyze the data. Project SMILE provided contextualized, differentiated, technology-assisted, and interactive activities, including guided reading, vocabulary and sight-word exercises, literacy games, digital presentations, printed materials, and parent-teacher support. Findings showed substantial improvements in learners’ reading profiles. In School Year 2023–2024, 68% of the learners reached the At Grade Level category after the intervention, while 72% attained the At Grade Ready level in School Year 2024–2025. However, the pretest-posttest difference was not statistically significant in 2023–2024 (p = .125) but was significant in 2024–2025 (p = .024). Respondents perceived Project SMILE as effective in both school years, with overall means of 1.25 and 1.23, respectively. The relationship between perceived effectiveness and post-reading profile was significant in 2023–2024 (p = .001) but not in 2024–2025 (p = .143). Overall, the findings indicated that sustained, interactive, and learner-centered reading interventions supported improved reading proficiency, although statistical outcomes varied across implementation periods. These results support continued implementation, refinement, monitoring, and wider application of the school-based intervention.