Project LEAP (Literacy Enhancement and Advancement Program) Through LETRA of Grade 11 Learners

This study determined the effectiveness of Project LEAP in improving the reading performance of students. The participants of the study were the 117 Grade 11 students whose level in the LETRA was Below Word Level; the top 10 performing learners were utilized for the qualitative part. Purposive sampling design was used and data were gathered through mixed methods. The quantitative one-group pretest-post-test design was used and paired sample t-test to measure the learners' reading performance in the treatment phases; and the qualitative part employed thematic analysis to interpret the transcribed interviews. The findings clearly demonstrate the effectiveness of Project LEAP in significantly improving the reading performance of Grade 11 students. From an initial baseline where all 117 students were below word level, the intervention enabled every participant to progress to higher stages of reading competence—ranging from word recognition to paragraph-level comprehension. The statistically significant gains, supported by t-test results, affirm the measurable impact of the program on decoding skills and overall literacy. Moreover, students’ feedback highlights not just academic gains but also emotional and motivational improvements, including increased reading confidence and fluency, as well as greater comprehension through culturally relevant materials. Based on the findings of the study, the following recommendations are formulated: DepEd officials may strengthen the reading programs implemented in schools. School heads are encouraged to craft a program that focuses on reading intervention to uplift the reading proficiency of the learners. Teachers may adapt the project LEAP to address the needs of the struggling readers.