Teachers’ Use of UNAWA Reading Program for the Reading Skills of Pupils with Reading Difficulty

Abstract

Reading proficiency is a vital foundation in elementary education, yet many Grade 3 pupils continue to struggle with proper comprehension. It is not merely the ability to decode written symbols but encompasses a broader set of skills that enable individuals to access information, communicate effectively, and engage in lifelong learning. This study examined the effectiveness of the UNAWA reading program in addressing reading difficulty through a structured five‐day intervention. UNAWA reading program is an adopted and localized program that is composed of three components. This reading program highlights warm-up activity, stories, and the teacher’s guide. The program integrated the adopted strategy into the daily lesson plans, designed to scaffold reading skills and encourage comprehension. Six pupils found with reading difficulty engaged in pre‐ and post‐tests administered to measure whether there was significant progress in their reading skills. Findings showed that all six pupils’ frustration levels were at or below their grade level. Consequently, five out of the six pupils demonstrated marked improvements in confidence, comprehension, and fluency, actively engaging in collaborative and contextualized activities. Despite one outlier, the results confirmed the consistency and effectiveness of the utilized reading program. Additionally, an evaluation made by the Grade 3 teachers found the reading program highly effective in terms of objectives, instructional strategies, assessment techniques, and activities. The study concludes that the UNAWA reading program is an effective instructional tool and a useful additional resource that strengthens reading skills development and bridges the gap between pupils’ current skills and the necessary Grade 3 competencies.