ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This research tested the effectiveness of the Bionic Reading Program as an improvement technique for reading skills among primary grade students of the International Colleges for Excellence, Inc., Urdaneta City, Pangasinan, Academic Year 2024–2025, targeting the demographic profile of the respondents, their pre-reading and post-reading performance, problems encountered, and the construction of a more enhanced intervention program. Fifty students from Grades 1 to 3, aged 6 to 10 years, were involved in the research, and data were gathered using pre- and post-reading tests and questionnaires. Findings indicated that pre-reading achievement was overall low across grade levels, with Grade 3 students having the lowest scores. Yet post-test results revealed significant gains, including a decrease in the percentage of non-readers and reduced performance discrepancies across grade levels. Statistical analysis also showed a significant positive correlation (r = 0.998, p = 0.037) between pre- and post-reading performance, confirming that early reading proficiency is a good predictor of later literacy performance. Even with these improvements, some challenges remained, including language issues, low learner motivation, limited exposure to engaging reading materials, parental absenteeism, and technological limitations. To address these problems, the study proposed an improved Bionic Reading intervention featuring interactive, multimedia-rich PowerPoint presentations to enhance reading comprehension, fluency, and participation. In general, results indicate the Bionic Reading Program’s effectiveness in improving the reading performance of primary-grade students. However, this effectiveness needs to be sustained by addressing linguistic, motivational, and environmental factors. The research proposes enhancing reading materials, intensifying teacher training, augmenting parental participation, and conducting longitudinal studies to prove program effectiveness. Keywords — Bionic Reading, reading performance, primary grades, literacy intervention, Urdaneta City